Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Knowledge through a collaborative network: a cross-cultural partnership

      Alcorn, Noeline
      DOI
       10.1080/09650792.2010.524783
      Link
       www.informaworld.com
      Find in your library  
      Citation
      Export citation
      Alcorn, N. (2010). Knowledge through a collaborative network: a cross-cultural partnership. Educational Action Research, 18(4), 453-466.
      Permanent Research Commons link: https://hdl.handle.net/10289/5015
      Abstract
      A recurring issue for researchers, policy-makers and practitioners is how new knowledge can be disseminated, critiqued, assessed and incorporated into policy development and practice. Campbell and Fulford examined strategies in a Canadian Education Ministry which was striving to incorporate research findings into policy debate. They evolved a useful framework indentifying six forms and stages of knowledge development related to research use in this context: generation of new knowledge, mobilisation, contextualisation, adaptation, application and integration. This paper uses their framework to explore links between research and practice in a collaborative cross-cultural partnership designed to develop greater capacity in teacher education in a Pacific country, and based on action, co-construction and reflection. It argues that there are blurred boundaries between knowledge production and its practical implementation, use and testing, that contextualisation and relationship building are crucial to knowledge mobilisation, and that knowledge is generated across all stages in the process.
      Date
      2010
      Type
      Journal Article
      Publisher
      Routledge
      Collections
      • Education Papers [1416]
      Show full item record  

      Usage

       
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement