Finding the Sweet Spot: Network Structures and Processes for Increased Knowledge Mobilization

Briscoe, Patricia; Pollock, Katina; Campbell, Carol; Carr-Harris, Shasta

doi:10.26522/brocked.v25i1.432

Cited by 18 publications

(26 citation statements)

References 23 publications

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“…However, there is a point to note that it is not meant socially oriented personal accounts when we speak of online professional learning networks; because PLNs are created for a specific purpose which let professional support, instant access to information and most importantly connections to a broad community of experts. As stressed by Briscoe, Pollock, Campbell and Carr-Harris (2015), it is demanding to build a successful network and they use sweet spot as a metaphor. They recommend networks that use strategies to align structures and processes.…”

Section: Discussionmentioning

confidence: 99%

Designing online professional learning network for developing researcherly dispositions of pre-service teachers

Yokuş

Yelken

2019

International Journal of Social Sciences and Education Research

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Researcherly disposition is a quality which is rarely studied with pre-service teachers. For developing researcherly disposition, online networks are brought to agenda now. This study aims to design an online professional learning network (PLN) and to investigate its effect on pre-service teachers' researcherly dispositions. Concurrent embedded experimental mixed design is used as a research method. Related Samples T-Tests, ANCOVA are used for analysis of quantitative data; and content analysis method is used for analysis of qualitative data. Findings indicate that online professional learning networks provide good opportunities of research. increase pre-service teachers' research-based decisions, their sharing of educational studies. Also, they help pre-service teachers to value research and update their instructional knowledge.

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Section: Discussionmentioning

confidence: 99%

Designing online professional learning network for developing researcherly dispositions of pre-service teachers

Yokuş

Yelken

2019

International Journal of Social Sciences and Education Research

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“…For Phase 2 of KNAER (2015–2019), we shifted from multiple individual projects and activities to establishing four province-wide knowledge networks linked to current priorities (equity; indigenous knowledge; mathematics; student well-being) (McWhorter et al , 2019). In doing so, our work was informed by concepts from systems theories (Pollock et al , 2018) and network theories (Briscoe et al , 2016).…”

Section: Systems Approaches For Evidence-informed Policy and Practice And Professional Capitalmentioning

confidence: 99%

Guest editorial

Pollock

Campbell

2021

JPCC

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“…Populations: Studies sampled school and district leaders or administrators (Bosma et al, 2010;Coburn et al, 2008;Coburn and Talbert, 2006;Mackey, 2012;Ralston et al, 2016b;Wohlstetter et al, 2013); teachers (Baumfield and Butterworth, 2007;Ndunda et al, 2017;Sleegers et al, 2013;Webb et al, 2009;Yoon and Klopfer, 2006); a variety of education stakeholders (Ancess et al, 2007;Anderson-Butcher et al, 2016;Bartholomew and Sandholtz, 2009;Biag, 2017); documents, reports or publications (Briscoe et al, 2015;Campbell et al, 2017;Pattinson et al, 2016) and researchers (Ralston et al, 2016a).…”

Section: Findings: Descriptive Summary Of the Landscapementioning

confidence: 99%

A research model to study research-practice partnerships in education

Cooper

MacGregor

Shewchuk

2020

JPCC

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PurposeThis scoping review utilizes findings from 80 articles to build a research model to study research-practice-policy networks in K-12 education systems. The purpose of this study was to generate a broad understanding of the variation in conceptualizations of research-practice-policy partnerships, rather than dominant conceptualizations.Design/methodology/approachArskey and O'Malley's (2005) five stage scoping review process was utilized including: (1) a consultative process with partners to identify research questions, (2) identify relevant studies, (3) study selection based on double-blind peer review, (4) charting the data and (5) collating, summarizing and reporting the results in a research model identifying key dimensions and components of research-practice partnerships (RPPs).FindingsCoburn et al. (2013) definition of RPPs arose as an anchoring definition within the emerging field. This article proposes a model for understanding the organization and work of RPPs arising from the review. At the core lies shared goals, coproduction and multistakeholder collaboration organized around three dimensions: (1) Systems and structures: funding, governance, strategic roles, policy environment, system alignment; (2) Collaborative processes: improvement planning and data use, communication, trusting relationships, brokering activities, capacity building; (3) Continuous Learning Cycles: social innovation, implementation, evaluation and adaptation.Research limitations/implicationsBy using a common framework, data across RPPs and from different studies can be compared. Research foci might test links between elements such as capacity building and impacts, or test links between systems and structures and how those elements influence collaborative processes and the impact of the RPPs. Research could test the generalizability of the framework across contexts. Through the application and use of the research model, various elements might be refuted, confirmed or refined. More work is needed to use this framework to study RPPs, and to develop accompanying data collection methods and instruments for each dimension and element.Practical implicationsThe practical applications of the framework are to be used by RPPs as a learning framework for strategic planning, iterative learning cycles and evaluation. Many of the elements of the framework could be used to check-in with partners on how things are going – such as exploring how communication is working and whether these structures move beyond merely updates and reporting toward joint problem-solving. The framework could also be used prior to setting up an RPP as an organizing approach to making decisions about how that RPP might best operate.Originality/valueDespite increased attention on multistakeholder networks in education, the conceptual understanding is still limited. This article analyzed theoretical and empirical work to build a systematic model to study RPPs in education. This research model can be used to: identify RPP configurations, analyze the impact of RPPs, and to compare similarities and differences across configurations.

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Finding the Sweet Spot: Network Structures and Processes for Increased Knowledge Mobilization

Cited by 18 publications

References 23 publications

Designing online professional learning network for developing researcherly dispositions of pre-service teachers

Designing online professional learning network for developing researcherly dispositions of pre-service teachers

Guest editorial

A research model to study research-practice partnerships in education

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