Conceptualising translational research in schools: A systematic literature review

Since Stenhouse (1975) called for teachers to have ownership of research, there been initial forays into teacher led research and evidence-based practice in schools. However, the notion translational schools remains contested, significant part because it still has not rigorously conceptualised. This is an issue increasing concern, our rapidly developing world. Now, more than ever, we need research-informed education, address complex challenges faced by school communities, those with most role supporting them: teachers. To gap understanding how best promote schools, this systematic literature review asked, what do innovative impactful translational, infrastructures look like? By mean a process agentic agonistic democracy within which critically develop and, or use support their classroom practice. The purpose focus paper therefore, present current extent form practices undertaking comprehensive, published on issue. We found that potential education can be considerably enhanced when five key themes are taken consideration, these being: Teacher-Researcher Collaboration; Teachers as Researchers; Research Cultures Schools; Teacher Agency; Sharing, Accessing Utilizing Research. technology - theme its own right was notable absence. From findings able propose foundational framework date no other reviews nor any frameworks proposed; thus addresses field.