Research syntheses provide one means of managing the proliferation of research knowledge by integrating learnings across primary research studies. What it means to appropriately synthesize research, however, remains a matter of debate: Syntheses can assume a variety of forms, each with important implications for the shape knowledge takes and the interests it serves. To help shed light on these differences and their stakes, this chapter provides a critical comparative review of six research synthesis infrastructures, entities that support research syntheses through investments they make in synthesis production and/or publication—enabling (and constraining) the ways knowledge takes shape. Identifying our critical cases through purposive selection, we examined research synthesis infrastructure variations with respect to four different kinds of investments they make: in the genres of synthesis they support, in their promotion of synthesis quality, in sponsoring stakeholder engagement, and in creating the conditions for collective work. We draw on this comparison to suggest some of the potential changes and challenges in store for education researchers in future years.

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研究综合基础设施：塑造教育知识

研究综合提供了一种通过整合初级研究中的学习来管理研究知识扩散的方法。然而，适当地综合研究意味着什么仍然是一个有争议的问题：综合可以采取多种形式，每种形式都对知识的形态及其所服务的利益具有重要意义。为了帮助阐明这些差异及其利害关系，本章对六种研究综合基础设施进行了批判性比较审查，这些基础设施通过在综合生产和/或出版方面的投资来支持研究综合——支持（和限制）知识的获取方式形状。通过有目的的选择识别我们的关键案例，我们研究了研究合成基础设施的变化，涉及他们进行的四种不同类型的投资：他们支持的合成类型、提高合成质量、赞助利益相关者参与以及为集体工作创造条件。我们利用这种比较为教育研究人员在未来几年提出了一些潜在的变化和挑战。