Synergizing the research, policy, and practice nexus: The roles of EFL teaching research supervisors in China
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
A central aim of education is to align research, policy and practice to facilitate student learning. This study examines English as a foreign language (EFL) teaching research supervisors who mobilize knowledge by conducting research, supervising teachers, and supporting policy implementation in Shanghai, one of China’s most successful education systems. It investigates how teaching research supervisors at different education administration levels (i.e. municipal and district levels) fulfil their roles to synergize the nexus between research, policy and practice. A two-cycle qualitative data-coding and analysis approach was employed to interpret data consisting of semi-structured interviews and documents. The findings demonstrate that EFL teaching research supervisors adopted seven lines of work to carry out their roles to conduct research, supervise and support teacher professional development, and support policy implementation. These practices reflect their function as knowledge brokers who mobilize research, policy, and practice in context-responsive ways. The study contributes to theoretical understandings of knowledge mobilization and offers practical implications for strengthening research–policy–practice alignment in education systems.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.249 | 0.219 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.003 | 0.003 |
| Research integrity | 0.000 | 0.006 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it