期刊名称：International Journal of Education Policy and Leadership
电子版ISSN：1555-5062
出版年度：2020
卷号：16
期号：8
页码：1-17
DOI：10.22230/ijepl.2020v16n8a955
出版社：Association for Supervision and Curriculum Development, Simon Fraser University, George Mason University
摘要：This study presents a conceptualization of mediated, evidence-informed practice as a form of impact within the education context, then examines whether and how a particular intermediary organization, Edutopia, is having such an impact. Extant open- and closed-ended survey data are analyzed. Survey respondents routinely reported using content hosted or featured by Edutopia in their professional practice, and provided specific insights regarding how they were doing so. These findings provide strong evidence that an educational intermediary can variously impact educators’ practices. The study provides a conceptualization and model that may be useful for other intermediaries and for scholars who are interested in examining impact and knowledge mobilization in and beyond education.
