What Does Evidence-Based Mean, Anyway? Challenging Assumptions Through Knowledge Brokering

Outline

0–10 min: Setting the Stage
Brief introduction to Knowledge Brokering and the study of evidence-use in education. Topics will include: What is (and isn’t) knowledge brokering; How does knowledge brokering differ from other roles in the education system; and, Why knowledge brokering and why now?

10–25 min: The Meaning of Evidence
Interactive poll and short discussion on what “evidence-based” means to participants to surface beliefs and perceptions on the use of evidence in their own practice. To be followed by facilitated individual reflections of how evidence typically moves through their systems.

25–50 min: Challenging Assumptions & Reframing the Work
Collaborative, small group activity to critically assess knowledge flow in participant contexts and challenge traditional assumptions of evidence production and use. Participants will also map assets to identify resources and opportunities for knowledge brokering, linking content and context expertise, and improving the use of evidence in their setting.

50–60 min: Reflection and Next Steps
Whole-group discussion on insights and opportunities to apply knowledge brokering as an essential tool for more equitable evidence-based practice. Participants will receive a digital takeaway guide with key frameworks, tools, and resources for further learning.

Engagement tactics are included in each segment of the session with the exception of the introductory content to orient participants to key concepts of knowledge brokering. We will use facilitated small-group discussion, live polling, collaborative mapping, and structured reflection to ensure active participation throughout the session.

Outcomes

After this session, participants will be able to:
Define Knowledge Brokering and describe its role in connecting research, policy, and practice.

Describe the role of both content and context expertise in evidence use.

Analyze how brokering can challenge power dynamics in traditional “evidence-based” systems.

Identify assets and resources to begin exploring knowledge brokering applications in their work

Supporting research

This session stems from work conducted by the Center for Research Use in Education at the University of Delaware (www.crue.cehd.udel.edu) and its professional learning community, the Education Knowledge Broker Network (www.ekbn.org). Knowledge brokering is an especially important practice to combat misinformation and disinformation, and is a recognized approach to democratizing evidence to support improved student learning outcomes. The following publications provide information on the problem we address, describe frameworks and approaches to knowledge brokering, and highlight the promise and potential of knowledge brokering.

Biesta, G. (2007). Why “what works” won’t work: Evidence‐based practice and the democratic deficit in educational research. Educational theory, 57(1), 1-22.

Farley-Ripple, E., May, H., Karpyn, A., Tilley, K., & McDonough, K. (2018). Rethinking Connections Between Research and Practice in Education: A Conceptual Framework. Educational Researcher, 47(4), 235-245.

Farley-Ripple, E., Karpyn, A. E., McDonough, K., & Tilley, K. (2017). Defining how we get from research to practice: A model framework for schools. In Evidence and public good in educational policy, research and practice (pp. 79-95). Springer, Cham.

Rycroft-Smith, L. (2022). Knowledge brokering to bridge the research-practice gap in education: Where are we now? Review of Education, 10, e3341.