Although there is increased need for closing the gap between educational research and policy to better enable effective practice, addressing the problem remains a challenge. A review of current literature reveals a lack of systematic guidelines which clarify how collaboration between researchers and policy-makers can actually be achieved. Therefore, this study aims to articulate a framework which satisfies these needs. We used Lasswell’s stages heuristic model, integrated with perspectives from Kingdon's model, as a basis for building this framework, and conducted semi-structured interviews with nine experts in educational research and policy-making to gain understanding for how to effectuate their collaboration. The study identified six main stages for achieving effective collaboration, and the resulting framework could prove useful to future applications.

尽管越来越需要缩小教育研究和政策之间的差距以更好地实现有效实践，但解决这个问题仍然是一个挑战。对当前文献的回顾表明，缺乏系统的指导方针来阐明研究人员和政策制定者之间的合作实际上是如何实现的。因此，本研究旨在阐明满足这些需求的框架。我们使用拉斯韦尔阶段启发式模型，结合金顿模型的观点，作为构建该框架的基础，并与九位教育研究和政策制定专家进行了半结构化访谈，以了解如何实现他们的合作。该研究确定了实现有效协作的六个主要阶段，