Drawing on descriptions of research-into-practice initiatives, this article presents a new framework to aid understanding of how research findings influence educational practice at scale. The framework focuses upon five areas: trustworthiness of the findings and generalisability; implications and instructions for practice; support for implementation; fidelity of the implementation; and accountability. Green's informal learning model for music education is focused upon as one example of how research findings influence classroom practice, explored through the lens of the framework. The empirical research was conducted in two phases: (1) semi-structured interviews were conducted with key figures relating to the initiative; (2) four case studies were undertaken, involving secondary school music teachers and their pupils. The research examined the extent to which research-informed teaching was evident in the schools, and what factors might influence this. Methods used within the case studies included observation, interviews and document sources. Data was analysed thematically. It was found that Green's model was evident in the case study schools to some extent, but there was a gap identified between Green's underpinning research and its implementation. Furthermore, data showed that the five aspects proposed in the framework influenced the success and longevity of the approach. It is therefore proposed that the findings of this study might inform future research-into-practice initiatives in education—by informing researchers of key considerations to be made when aiming to develop research-informed teaching.

中文翻译：

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研究型教学：音乐未来的案例

本文根据研究实践计划的描述，提出了一个新的框架，以帮助理解研究结果如何影响大规模的教育实践。该框架侧重于五个领域：调查结果的可信度和普遍性；对实践的影响和指导；支持实施；执行的忠实度；和问责制。格林的音乐教育非正式学习模式作为研究结果如何影响课堂实践的一个例子，通过框架的视角进行了探索。实证研究分两个阶段进行：（1）对与倡议相关的关键人物进行半结构化访谈；(2) 进行了四个案例研究，涉及中学音乐教师及其学生。该研究调查了研究型教学在学校中的明显程度，以及可能影响这一点的因素。案例研究中使用的方法包括观察、访谈和文件来源。对数据进行了专题分析。研究发现，格林的模型在案例研究学校中有所体现，但在格林的基础研究和实施之间存在差距。此外，数据显示，框架中提出的五个方面影响了该方法的成功和寿命。因此，建议这项研究的结果可能会为未来的教育实践研究计划提供信息——通过告知研究人员在旨在发展研究型教学时要考虑的关键因素。