Crossing boundaries between research and practitioner communities: The role of research use and cross‐community journal authorship

Abstract

This study pursued two major objectives. The first was to use bibliometric techniques to examine bidirectionality in the relationship between teachers and researchers, as indicated by collaborative authorship among these communities. The second was to explore more deeply knowledge mobilization to classrooms by documenting the extent to which research is cited in science education practitioner journals (SEPJ). Specifically, we examined: (a) the frequency of collaboration between researchers and practitioners in the writing of journal articles for both practitioner‐focused and academic journals in science education, and (b) the extent to which authors of articles in practitioner‐focused journals drew on academic research to support their advocacy for and/or description of science education programs, policies, or practices. Findings indicate that writing collaborations among academic researchers and practitioners are relatively infrequent, even on practitioner‐focused articles. Also, articles in SEPJs more often cite books and other resources over academic journals, even those academic journals focused on informing science education teaching and learning. Recommendations include providing open access to published research, development of research summaries for lay audiences, and incentivizing practitioners to engage in research and writing. This study explores only one mechanism by which knowledge can be mobilized to classrooms and only one type of dissemination product (i.e., journal articles) upon which researchers and practitioners can collaborate. Additional limitations are noted including the applicability of the findings only to the specific journals and timeframes analyzed.

Practitioner Journals: An Integral Component for Advancing Research, Knowledge, Practices, and Discussion in STEM Education

“…Similar concerns have been echoed regarding the misconception that practitioner publications are less scholarly. Hence, less credit is often awarded for peer-reviewed practitioner publications during the P&T process (Stevens, 2004;Taylor et al, 2023).…”

“…In addition to disseminating valuable work that may not fit the scope of a research journal, peer-reviewed practitioner journals offer many other benefits for scholars and practitioners. Practitioner journals can have a broader circulation and readership in comparison to prestigious research journals tailored toward niche research areas and higher education faculty (Hermann & Miranda, 2016;Stevens, 2004;Taylor et al, 2023). Additionally, some practitioner journals provide open access to their articles, post read-only open access versions of their articles online, or allow authors to immediately post the accepted version in public repositories, such as ResearchGate.…”

“…With the rising expectations in research productivity and greater emphasis on journal and publication metrics to achieve promotion and tenure (P&T) at higher education institutions, practitioner journals have become increasingly undervalued, especially at research focused universities (Hermann & Miranda, 2016;Nygaard & Bellanova, 2017;Stevens, 2004;Taylor et al, 2023). As Stevens (2004) described, practitioner publications in educator and administrator focused journals are "devalued as less scholarly, and often disparaged in promotion and tenure decisions" (Stevens, 2004: 393).…”

“…This partnership between teacher preparation faculty and P-12 educators is one that cannot be ignored and is the cornerstone for preparing successful P-12 educators who will advance these professions. Collaborations among teacher preparation programs and P-12 stakeholders also provide unique and invaluable opportunities for teacher preparation faculty to investigate new theories and emerging issues by applying research in authentic practitioner contexts (Entress, 2020;Taylor et al, 2023).…”

“…Peer-reviewed practitioner journals, such as the Technology and Engineering Education journal published by the International Technology and Engineering Educators Association (ITEEA), serve as a conduit for sharing research-informed recommendations in a practical manner that can be implemented by a broad range of P-12 educators, administrators, and teacher preparation faculty. Therefore, higher education institutions should place greater value on publishing in peer-reviewed STEM education practitioner journals due to the key role they play in disseminating knowledge and enhancing P-12 STEM teaching and learning experiences (Hermann & Miranda, 2016;Petronio, 1999;Taylor et al, 2023). However, this perspective is unique from many other fields that do not have peer-reviewed practitioner journals published by their main professional association(s), or are more research-focused without heavy service and outreach responsibilities directly tied to their faculty responsibilities (e.g.…”