Our mapping, that nebulous third space between research and practice. So first, a quick word about our approach for this project. As you may remember from business presentation yesterday, are centrists conceptual framework hypothesizes that certain axises and conditions and the research and practice communities can narrow the proverbial knowledge gap or Q. Large-scale survey studies focus on the research impact communities. Additionally, we'll explore the role that brokers play invest in between or third space between research and practice communities. This third spaces indicated by the no dots and lines on our centers conceptual framework. Therefore, as part of our centers work, we've conducted descriptive case studies that met how research has made its way into select schools, I completed the survey. So we use survey responses for agitators as our starting point. Specifically to use an open-ended survey question to ask educators name are research-based resource they used to inform a school or classroom decision. Our goal was to track a variety of these resources, act to their roots in educational research. Interviewing all of the people along the path so that original educator that use the resource, anyone who shared the resource. And hopefully we would get to the end where the researcher who created the original research, we were able to track for resources back into the roots in educational research in the interests of time today I'm only going to be discussing one of the cases. However, a listen, I love talking about these cases. So please feel free to reach out to us if you're interested in having a conversation about the other cases shown on the slide. The case I'm going to be speaking to you about today is our first of two cases, a program adoption. In this case, a school-based occupational therapist who was receiving a large number of student handwriting, girls, occupational therapists decided to adopt components of a handwriting program to support teachers and providing handwriting instruction within classrooms. During the interviews, we learned that occupational therapists relied on many resources to guide the decision. However, the resource originally we noted in the survey was a research poster that detailed the results of an efficacy study of the program. So one of the goals of the brokerage study was to visually Matt how restriction moved into practice. In this slide, we showed the map of how research made its way to the occupational therapist. So as I previously mentioned, the story starts with the OTs are the occupational therapist survey, response survey. We know that the occupational therapist used her research poster to a marker decision on implementing a handwriting program within the school. While conducting the case study, we learned that a number of different actors, but individuals and organizations participated in activities in order to online research and practice. We also saw a research products were transformed and used to inform practice. Finally, for this presentation, we will be focusing on what we call knowledge exchange events, which are triads between actors and research products. You focus on knowledge exchange events because they are one of the most helpful ways of understanding the path between research and practice in the roles of brokers. Findings from our analysis revealed that most k 0s did not involve researchers. And when they do, they typically interact with brokers rather than other actors. For example, in this case, we see a better researcher develops a journal article. It's on findings from an evaluation of a handwriting program. The researcher then share the journal article with a professional association, with a publishing arm, a professional association, and then publishing house the article for interested individuals access. Findings from across case analysis also revealed that many advocate for passive with researchers pushing products to brokers and products being pulled from brokers by educators. For example, we see in this case that a professional association publish the research poster that was originally created by the program developer. This research poster was eventually accessed by an occupational therapist to inform their decision. In addition, we see in this case that conference coordinators were originally using the professional associations journal database to search for research-based practices to highlight during the conference. This is when they came across the journal article which describe the evaluation of a handwriting program while occurring less often, we also see interactive k 0s with brokers serving as lucky agents so that senders and receivers can actively engaged with each other. For example, I highlight two intertwined and knowledge exchange events. After reading the journal article, the conference coordinator sought out the handwriting program and invited the program developer to speak at the conference. The school-based occupational therapists attended this conference. I went to a presentation delivered by the program developer. This set of k 0s are arguably the most important events of this case because during our interview, the occupational therapists noted that listening to this presentation is what sparked your interest in learning more about how to support your students with reading difficulties. Finally, across all the cases, we see that most knowledge exchange events occurred within the practice community. In other words, educational professionals played a key role in brokering research-based information to your colleagues. The individuals occurred through all levels of the school system, from classroom teachers, the principals, and district level decision-makers. In this case, we saw that the occupational therapist played an essential role in the adoption and implementation of the handwriting program within one school can potentially more broadly across the district. After returning from the conference, occupational therapist shared the information she learned with other occupational therapists that worked in the district through a district required professional learning day. Next, the occupational therapist share the information she learned, but their school's principal and asked if she could work with teachers, implement the program. Finally, after receiving permission from the principal, she provided classroom demonstrations to teachers so that they can work in collaboration to implement the program. That is the basics of what occurred through this case. So we are still working through data analysis and creating even more updated versions of these maps. So what we're interested in Christ questions from you. It could be about the maps themselves and how they're visualized or what's actually within a map. So using that Q&A feature and who've out, we encourage you to pose your questions and we will answer them. So to summarize, researchers typically interact with brokers. Not with educators. So we see that researchers are pushing products to brokers, whether they be at a professional association or someone else. And then those products are pulled from brokers by educators. So in our case, we saw that a school-based occupational therapist told a research poster and other materials from this professional association. We also saw that events for educators can interact with researchers or research based products are a key mechanism for stimulating use. In this case, that was a conference that we had spoke about. Then finally, we saw that the educational professionals for the occupational therapist in this case lay a key role in brokering research-based information to their colleagues. So what we don't know him why here, we want to know more about if these are typical of your experiences. You want to know how we can shorten our simplify the path practice. One of the things that I didn't mention is that this particular case, if you're looking over at timescale, started way back in the 990s with the original dissertation created by the program developer. There are also a lot of different roles that brokers planning. We saw the professional association acting as an information manager, and we saw the conference coordinators acting as linking agents. So we would like to know how do you know how and when to fulfill these certain rules? And then finally, how do we build capacity in the system for these roles? And then one last thing you will see in the asynchronous section for presentations. One presentation that is an updated version of this very map. It's the version, I think 4. So we would love you to look at our newest iteration and let us know your thoughts on how we can improve it. Thank you so much. Well, I've been collecting some questions in the session to you and I, so I'm going to ask these same. So one participant commented that this is really interesting, but they were curious about the extent to which feedback about the products gets back to brokers and researchers for improvement that if you have thoughts on that process in general. So one of the things that was really interesting during the process was when I reached out to the brokers and the researchers saying, hey, we've got this really interesting case where we know someone you used your research or we went to your event and they found it very useful. And that really resonated with these people because they hadn't received a lot of that feedback. In most cases, thumb brokers with state that they would try and track certain outputs related to their brokerage. They have these really great qualitative responses. So that was something that was, I think brought up yesterday. I'm having these anecdotal or qualitative experiences and what a breakout rooms that I intended. But I don't think we have a system level approach for that or a great understanding of how to track that type of information as we would with more quantitative output measures like the number of presentations attended, where the number of downloads of products. So that's something that we're still struggling with. I think as cytosol, wide broker. Who went through that appropriately? Great question. Great answer. So another question that has received a couple likes in our Q and a is how are we distinguishing between adoption, uptake, and implementation of research. So educators might learn about a piece of research, but it might take more interactions with others and activities for that knowledge to be implemented and ultimately have impact. So where do we see that? I'm not going to answer your answer, but if you want me to jump on that feature. For these cases, we did not look at whether or not this program, for instance, had an impact at the school level. So we didn't go in and actually see whether the program was being adopted with fidelity and how many classrooms and so on and so forth. We simply relied on self-report of what was happening in the school from the educator's perspective. So if the educator, in this case, the occupational therapist, said that she was working to adopt the program within the school bus, what we label that as. So that's the extent of that lizard minusing anything. I just would piggyback and save it. When we identified these cases, they were from our survey respondents reports of using specific research in specific decisions. So in some way we've sort of already captured that like uptake piece, right? So they've, they've been formed a decision. And I think in some of the cases, we've been able to learn a little bit more about that implementation. I wouldn't say that that's true in every case. But for example, I think in the example we saw today, right, the occupational therapist, that research information moved into the practice space and then the occupational therapist move that into professional learning opportunities, into classrooms and those right, that we haven't captured that in terms of impact on students. But I think we actually have a little bit of a preview of implementation. But again, we're a little biased because this is a sample of successful cases. And so we kind of expect to see a little bit of that happening in this work anyway. I hope that that was helpful. Alright, I have more questions for you. What is your perspective on the role of conferences and knowledge brokerage? Are they helpful or do they slow the process down? I wanted to get a broader with that. I think interact and again, in all the cases that we saw. So whether it was the conference in this particular case or educators going to visit another school. So we thought that happier. They went to see a school that had evidence-based practices and how they implemented it. So those types of interactive activities where educators get to interact either with researchers, are research-based information via touch it, feel it. Those were all key events that happened across all of the cases that we saw. So conferences and other types of events where it's honestly seats and interactive learning, I think are very key and important. Great, there are so many questions popping up and turning to prioritize their great questions too, by the way, we promise we'll answer all of them. One of the questions is about how much we know about how active the brokers were and translating and exemplifying that research into the language, a context of practice. So what do we know about that translation? Or for us, I think we might have called the transformation at various points in our work. What do we know about that? We see that transformation or that translation happens a lot. So if you want me go back to one of our visuals so that we can see though this is the map of the case. We see here that research products for transforms into numerous different ways in order to make them. No, I don't want to see it better, but that's the only thing that's coming to my brain right now for educators to use. So originally we had an evaluation which then turned into a research poster. So that already summarize set that we also see that an occupational therapists had taken the information that she learned and she was a key gatekeeper where she took all the information she learned from the conference and our own personal research, she summarized it and put it into a format that could be then used by her colleagues within the district. So we see that brokers really pick play a key role in taking information that was originally descriptive in nature into something that is more prescriptive, so something that tells you how and why to do it. So we see brokers doing this in a number of different ways throughout all cases. That's great. And I think that partially addressed That's one of the other questions which was whether the occupational therapist may have made any adjustments from what was on that research poster to what they ultimately shared. And this in a multiple knowledge exchange events in which they were involved is obviously many. So I think we see a lot of synthesis and adaptation within the practice space. Um, so the, the most right-hand side of this diagram, the most popular question of the day is one that I'm going to actually punt to the whole group. And this is such a big picture question. I'm really excited to someone brought it up, but how do brokers know when research is worth disseminating? How does the quality of that research, or how the research fits into the larger body of research to no end to put it forward, right? And so I think that's a really big question. We hit on it a little bit yesterday when we talked about how research might be defined or understood differently by folks in a different space. So I think rather than, you know, that burden on tamped to, if you have an answer to that question, feel free to jump in. But that's actually a big picture question that I think we as a group can wrestle with as well. Did you have any comments or do you want to pump that to the group like I am. I'm also upon all brains on this question and it's part of the reason I think why we're all here together. Yes. Yes, I think that is actually one of our key purposes here. So with our last couple minutes, I'll ask this last question. So far, have you noticed that certain types of educators are more or less likely to use research or do brokers need to adjust their messages for different types of educators? So with all of the cases that we saw, we looked at the motivations of everybody involved. So we looked at the motivations of the researchers and the educators and the brokers to see why they were doing what they were doing. And so within that educators face, we saw that a lot of the time when people were looking out, it was because there was a requirement to do so. But then in this particular case, the occupational therapists had a couple of reasons. Sure. So she had external motivators like she has to get 24 hours of professional development each year. So that's why she went to the conference originally, but then she also her interview. Even if that wasn't a requirement, she is a really big proponent for evidence-based practice and making sure that the work she does is going to help kids. And so she had that internal motivation as well. So those were the two things that we really, we notice where that some people are within these cases are really big proponents for evidence-based practice. And so they were always going out to get research. And I think Liz touched on educators yesterday and one of those groups being externally focused, getting research though our occupational therapists and one of those unique roles fits that profile, but lives was talking. But then also padding with those external requirements also served as motivators. Great answer. Okay, Well, it's.
Mapping the Third Space
From Elizabeth Farley-Ripple April 09, 2021
13 plays
13
0 comments
0
You unliked the media.