Collaborative research: Harnessing the tensions between researcher and practitioner

Nyden, Philip; Wiewel, Wim

doi:10.1007/bf02691930

Cited by 109 publications

(63 citation statements)

References 2 publications

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“…Facilitates collaborative partnerships in all phases of the research Community-based research involves a collaborative partnership in which all parties participate as equal members and share control over all phases of the research process, e.g. problem definition, data collection, interpretation of results, and application of the results to address community concerns (9,32,38,61,71,81,82,102,106,111,122,126,128,155,160,172). Communities of identity contain many individual and organizational resources, but may also benefit from skills and resources available from outside of the immediate community of identity.…”

Section: Community-based Research: Overviewmentioning

confidence: 99%

“…Promotes a co-learning and empowering process that attends to social inequalities Community-based research is a co-learning and empowering process that facilitates the reciprocal transfer of knowledge, skills, capacity, and power (9,10,32,42,53,83,99,106,126,147,155,160,172). For example, researchers learn from the knowledge and "local theories" (40) of community members, and community members acquire further skills in how to conduct research.…”

Section: Community-based Research: Overviewmentioning

confidence: 99%

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REVIEW OF COMMUNITY-BASED RESEARCH: Assessing Partnership Approaches to Improve Public Health

Israel

Schulz

Parker

et al. 1998

Annu. Rev. Public Health

4,688

4,353

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Community-based research in public health focuses on social, structural, and physical environmental inequities through active involvement of community members, organizational representatives, and researchers in all aspects of the research process. Partners contribute their expertise to enhance understanding of a given phenomenon and to integrate the knowledge gained with action to benefit the community involved. This review provides a synthesis of key principles of community-based research, examines its place within the context of different scientific paradigms, discusses rationales for its use, and explores major challenges and facilitating factors and their implications for conducting effective community-based research aimed at improving the public's health.

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Section: Community-based Research: Overviewmentioning

confidence: 99%

Section: Community-based Research: Overviewmentioning

confidence: 99%

REVIEW OF COMMUNITY-BASED RESEARCH: Assessing Partnership Approaches to Improve Public Health

Israel

Schulz

Parker

et al. 1998

Annu. Rev. Public Health

4,688

4,353

View full text Add to dashboard Cite

show abstract

“…A Community Based Participatory Research (CBPR) approach encourages researchers to work "with" the community rather than "on" the community or "in" the community with the goal of producing research which "bridges the gap between science and practice through community engagement" (Wallerstein & Duran, 2010 This study used aspects of CBPR to lessen the power differentials between the researcher and the community (Nyden & Wiewel, 1992) and to produce results of value to community participants (Schulz & Ervolder, 1998, 2005. A principal focus of the study was on dialogue and capacity building.…”

Section: Community Research Using Aspect Of a Cbpr Frameworkmentioning

confidence: 99%

Social and Emotional Learning with Families

Dinallo¹

2016

JEL

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A Community Based Participatory Research (CBPR) framework was used in this study to gather and analyze the perceptions of mothers involved in a critical family literacy program designed to foster social and emotional development. Through narrative inquiry, participants discussed perceptions of their children's social-emotional development and the expanded use of existing parenting tools. Even though parents are primary agents of change, the cultural backgrounds of families has too often been a missing ingredient in both the curriculum development and participation phases of and social and emotional learning within school-based programs. Family engagement programs are particularly important for Latino parents who are recent immigrants, as they have the additional burden of contending with such stressors in school settings as race, language barriers, and stereotypes afflicting educators. All participants in this study had existing knowledge in the area of emotional development and were able to discuss the value of self-care and self-regulation with respect to parenting their children. This research contributes to studies in the fields of family engagement and popular education pedagogy besides providing the reader with an examination of the implications of effective socio-emotional curriculum in elementary school settings.

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“…ENSI's approach of linking research to practice contributed to an improved understanding of what is referred to as clear researcher-practitioner collaborations [65], whereby, the researcher and practitioner may not view the research process in the same way, however, they are able to harness this tension to meet program objectives [66]. The complexity of this process highlights the importance of DGNs translating strategic and research objectives into EfS policies and practices as a key component of EfS facilitation.…”

Section: Linking Research To Practicementioning

confidence: 99%

Organizational Approaches to the Facilitation of Education for Sustainability: An Interpretive Case Study

2015

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Abstract:The facilitation of Education for Sustainability (EfS) by Decentralized Global Networks (DGNs) is consistent with the dynamic and increasingly complex nature of sustainability issues, and is often motivated by inter-governmental policy objectives that link sustainability learning with sustainable development. The use of DGNs for EfS is now well established and supports the participation of a geographically dispersed and diverse body of participants that consist of teachers, teacher-educators, policy makers, and researchers. However, there is limited understanding of the complex systems operating within DGNs and how these systems generate the conditions necessary to facilitate EfS. In this article, the authors report on an interpretive case study of the Environment and Schools Initiative (ENSI), a DGN operating for over 26 years with a membership that has spanned over 25 countries. Findings highlight six dimensions of the ENSI DGN important to the effective facilitation of EfS including: (1) developing a community of practice; (2) planning for phased organizational development; (3) structured decentralization using a strategy-node-program framework; (4) linking research to practice; (5) ensuring relevance through contextualized approaches; and (6) monitoring and evaluation of processes and outcomes. The findings identify organizational level approaches to EfS facilitation such as addressing the nexus created between policy, practice and research, and developing a structure focused on learning and the development of networks more broadly. In conclusion, the delivery of learning and teaching strategies through a geographically dispersed and diverse group of participants can address the inherent complexity of EfS facilitation across various spatial and cultural scales. OPEN ACCESSSustainability 2015, 7 7012

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Collaborative research: Harnessing the tensions between researcher and practitioner

Cited by 109 publications

References 2 publications

REVIEW OF COMMUNITY-BASED RESEARCH: Assessing Partnership Approaches to Improve Public Health

REVIEW OF COMMUNITY-BASED RESEARCH: Assessing Partnership Approaches to Improve Public Health

Social and Emotional Learning with Families

Organizational Approaches to the Facilitation of Education for Sustainability: An Interpretive Case Study

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