Even though evidence-based education is a less prominent trend in France than in other OECD countries, there is a growing call to better link practices, policies and researches in education. As in many countries, the studies show that practitioners and policy-makers in education are weakly aware of research knowledge in the field of education and hardly use it.

In spite of a high level of receptivity to “science” in the discourses, educators and leaders in education spend little time reading or speaking  from results of education research. A lot of litterature stated that the perceived quality of research was one barrier to a greater use of research.

In this paper, however, we would want to focus on the processes and structures into the education system which could facilitate the circulation of research knowledge. This means identifying people and institutions that could act as brokers between actors and research in education at different levels of school system (from school to ministry).

Our starting point is that it’s not the individual skill of a teacher, for example, that is at stake, but rather the organizational factor, a point that is often neglected under the influence of the reflexive practitionner theory.

Consequently, we’ll consider the strategic importance of processes like school leadership or continuous professional development networking, to understand how research knowledge is able to circulate and to go from “ideas” into “practices”. In the mean time, we’ll highlight the role of several actors to improve research brokering : school leaders, trainers of trainers, inspectors, institutions best fitted to build bridges between research, practice and policy.

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