Current Perspectives on School/University/Community Research

Bryk (2015) referred to the discrepancy between the achievements to which reforms aspire and their outcomes as a chasm. Bryk envisaged the confluence of knowledge and the empirical warrants that together constitute practice-based evidence as offering a viable approach to dealing with high-leverage problems in education. Cooper and Shewchuk (2015) referred to knowledge mobilization as “iterative, social processes involving interaction among two or more different groups or contexts (researchers, policymakers, practitioners, third party agencies, community members) in order to improve the broader education system” (p. 2).

This book series provides a platform for showcasing research on high-leverage problems in education. In particular, this series will highlight research in which knowledge mobilization among all three stakeholder groups in education (practitioners, researchers, and community members) is salient.