Try looking at "evidence-based education," "evidence-based practice," "evidence-based policy" and "knowledge mobilization". I think that will help you see the perspectives.  This article by Biesta is extremely interesting, too: http://www.crosscultured.com/documents/Teaching%20CLDE/What%20Works.pdf

Take a look at the work of David Frost, University of Cambridge. You might find the website www.hertscam.org.uk useful too.

Miguel

Laura and Sarah have given you some great places to begin.  I would like to further challenge and researchers to really read your question because I too believe that there is a lot of great research written which could include more descriptions to show how they have been implemented in their research and in other solutions.  Sometimes, research is written and there are times where the article does not sufficiently provide any guidance on how solutions should be implemented.  This can be a true challenge for research towards practice.

Thank you. Some investigations fail to to be introduced in practice, therefore the research problem is not resolved. Our recent studies, we have identified that one of the factors affecting the implementation of research results is the research competence.

You know other factors that affect this process?

In my field one of the most challenging is poor descriptions of research environments and tools/protocols.  My general field of research is online learning environments and when researchers do not define what processes are involved in their environments and/or what makes their environment "online", it can confound future research projects that cite such work.

In the field of continuing, lifelong learning or adult education some of the best work has been reported in Europe and can be found in the international journals, published in English. Unicef and Unesco have also been concerned with adult education and published numerous monographs. Implementation of research is grounded in its context and many factors, including who commissioned the research, who paid for it, whether or not the research design included an implementation phase, and whether time and resources were budgeted towards implementation, and whether the research was problem solving, or mainly informative, and so on.

Thank you Sheldon Weeks. It is in practice that are checked and applied scientific results, in order to try and test its usefulness in improving the quality of education, therefore its introduction allows the transformation of practice. Research is not only to diagnose and have knowledge of the problems, research should be done consciously by bodies involved in the implementation process of scientific results.

Miguel:

This problem of using research results and recommendations for implementation in solving or addressing an issue is a complex one. Sometimes, and I can attest to this fact, it is not possible to do the comprehensive research to address the problem due to limited time and resources. As such, the study is sometimes repeated by another researcher to make it for the shortfalls in the first study. For example, in my research on international responsiveness of curricular to HE students, I was only able to look at my doctoral programme in Workforce Education, but the study could be repeated to include other programmes and campuses, which could take a lot more resources and time. If you have the time to read the attached paper to get a better understanding of my point.

Data Generation I: International and invisible in a workforce edu...

Thank you Debra, is a very interesting study on workforce education and development. The experiences from on internationalisation of curriculum content. Timely consider its recommendation for future research. It would be very interesting to know the behavior of these variables in some regions of the United States. It would be a higher stage of the introduction of its research results, because it would be generalizing a new population.