ABSTRACT
The need for evidence-based decision-making is more salient than ever before, demanding a deeper knowledge of the relationship between research and practice but also of the levers that can enable stronger ties. Knowledge brokers are a promising means for leveraging indirect relationships between research and practice, but to date are understudied in education. Drawing on related literature as well as research on teacher networks, this chapter explores the specific case of school-based knowledge brokers. Using survey data from more than a thousand educators in nearly 60 schools, we seek to understand the who, what, why, and how of knowledge brokerage in schools. We find that knowledge brokers make important contributions to schools’ use of research by building skills, expanding the types of research that flows through schools, and strengthening a culture of research use. We conclude with opportunities to recognize and support new roles for educators, and to harness their potential for generating meaningful change and improvement in education.
