{"title":"研究综合基础设施:在教育中塑造知识","authors":"J. Hammond, P. Moss, Minh Q. Huynh, C. Lagoze","doi":"10.3102/0091732X20907350","DOIUrl":null,"url":null,"abstract":"Research syntheses provide one means of managing the proliferation of research knowledge by integrating learnings across primary research studies. What it means to appropriately synthesize research, however, remains a matter of debate: Syntheses can assume a variety of forms, each with important implications for the shape knowledge takes and the interests it serves. To help shed light on these differences and their stakes, this chapter provides a critical comparative review of six research synthesis infrastructures, entities that support research syntheses through investments they make in synthesis production and/or publication—enabling (and constraining) the ways knowledge takes shape. Identifying our critical cases through purposive selection, we examined research synthesis infrastructure variations with respect to four different kinds of investments they make: in the genres of synthesis they support, in their promotion of synthesis quality, in sponsoring stakeholder engagement, and in creating the conditions for collective work. We draw on this comparison to suggest some of the potential changes and challenges in store for education researchers in future years.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X20907350","citationCount":"1","resultStr":"{\"title\":\"Research Synthesis Infrastructures: Shaping Knowledge in Education\",\"authors\":\"J. Hammond, P. Moss, Minh Q. Huynh, C. Lagoze\",\"doi\":\"10.3102/0091732X20907350\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Research syntheses provide one means of managing the proliferation of research knowledge by integrating learnings across primary research studies. What it means to appropriately synthesize research, however, remains a matter of debate: Syntheses can assume a variety of forms, each with important implications for the shape knowledge takes and the interests it serves. To help shed light on these differences and their stakes, this chapter provides a critical comparative review of six research synthesis infrastructures, entities that support research syntheses through investments they make in synthesis production and/or publication—enabling (and constraining) the ways knowledge takes shape. Identifying our critical cases through purposive selection, we examined research synthesis infrastructure variations with respect to four different kinds of investments they make: in the genres of synthesis they support, in their promotion of synthesis quality, in sponsoring stakeholder engagement, and in creating the conditions for collective work. We draw on this comparison to suggest some of the potential changes and challenges in store for education researchers in future years.\",\"PeriodicalId\":47753,\"journal\":{\"name\":\"Review of Research in Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2020-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.3102/0091732X20907350\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Review of Research in Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.3102/0091732X20907350\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review of Research in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/0091732X20907350","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Research Synthesis Infrastructures: Shaping Knowledge in Education
Research syntheses provide one means of managing the proliferation of research knowledge by integrating learnings across primary research studies. What it means to appropriately synthesize research, however, remains a matter of debate: Syntheses can assume a variety of forms, each with important implications for the shape knowledge takes and the interests it serves. To help shed light on these differences and their stakes, this chapter provides a critical comparative review of six research synthesis infrastructures, entities that support research syntheses through investments they make in synthesis production and/or publication—enabling (and constraining) the ways knowledge takes shape. Identifying our critical cases through purposive selection, we examined research synthesis infrastructure variations with respect to four different kinds of investments they make: in the genres of synthesis they support, in their promotion of synthesis quality, in sponsoring stakeholder engagement, and in creating the conditions for collective work. We draw on this comparison to suggest some of the potential changes and challenges in store for education researchers in future years.
期刊介绍:
Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.