How can researchers facilitate the utilisation of research by policy-makers and practitioners in education?

Ion, Georgeta; Stîngu, Mihaela; Marin, Elena

doi:10.1080/02671522.2018.1452965

Cited by 28 publications

(16 citation statements)

References 26 publications

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“…Partnerships may advance equity among partners by seeking funding that is distributed to practitioners and researchers, although this can be challenging from a funding standpoint as well as from a fiscal management standpoint. Other challenges include a lack of trust due to a history of abuses by researchers studying vulnerable populations and the stigmatization of communities [ 64 ], researchers’ lack of funding to compensate community partners [ 65 ], imbalances of power and knowledge-sharing between researchers and their partners [ 66 ], and lack of sharing of research findings [ 67 ]. These barriers can be overcome by enhancing agency capacity—directly funding partnerships between communities and researchers conducting scientific research.…”

Section: Factors That Influence Practitioner–researcher Partnershimentioning

confidence: 99%

Nurturing Practitioner-Researcher Partnerships to Improve Adoption and Delivery of Research-Based Social and Public Health Services Worldwide

Pinto

Spector

Rahman

2019

IJERPH

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Research-based practices—psychosocial, behavioral, and public health interventions—have been demonstrated to be effective and often cost-saving treatments, but they can take up to two decades to reach practitioners within the health and human services workforce worldwide. Practitioners often rely on anecdotal evidence and their “practice wisdom” rather than on research, and may thus unintentionally provide less effective or ineffective services. Worldwide, community engagement in research is recommended, particularly in low-resource contexts. However, practitioner involvement has not been adequately explored in its own right as an innovative community-engaged practice that requires a tailored approach. The involvement of practitioners in research has been shown to improve their use of research-based interventions, and thus the quality of care and client outcomes. Nevertheless, the literature is lacking specificity about when and how (that is, using which tasks and procedures) to nurture and develop practitioner–researcher partnerships. This paper offers theoretical and empirical evidence on practitioner–researcher partnerships as an innovation with potential to enhance each phase of the research cycle and improve services, using data from the United States, Brazil, and Spain. Recommendations for partnership development and sustainability are offered, and a case is made for involving practitioners in research in order to advance social justice by amplifying the local relevance of research, increasing the likelihood of dissemination to community settings, and securing the sustainability of research-based interventions in practice settings.

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Section: Factors That Influence Practitioner–researcher Partnershimentioning

confidence: 99%

Nurturing Practitioner-Researcher Partnerships to Improve Adoption and Delivery of Research-Based Social and Public Health Services Worldwide

Pinto

Spector

Rahman

2019

IJERPH

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“…Some scholars perceive that their work will have little actual impact on end-users. Furthermore, research is often seen by academics as part of their professional development rather than a way to address social needs (Ion, Stîngu, & Marin, 2018). Therefore, engaging teachers in research would be an effective way to connect education research to real classroom needs while awakening teachers' awareness of their key role in improving practice.…”

Section: Researching and Reporting Lesson Studymentioning

confidence: 99%

Student-Teachers’ Written Reports About Their Own Learning Processes from Lesson Study

Álvarez¹,

Angelini²,

López-Lull³

et al. 2019

Lesson Study in Initial Teacher Education: Principles and Practices

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This chapter examines how lesson study is reported with pre-service teachers in initial teacher education programmes. Different voices are included talking about the ways in which lesson study has been reported in various settings so far. The chapter concludes with a qualitative study of studentteachers' reflections drawn from their reports, written after finalising the lesson study cycle at the Universidad Católica de Valencia. The analysis provides support for the premise that lesson study significantly promotes research in ITE and develops a more critical approach to literature about pedagogy and good practice in teaching.

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“…presentations, data, dashboards, and technical reports) should ideally be the norm to ensure that the evidence leads to impact. The collaboration of both researchers and decision-makers is necessary to enhance research utilisation (Ion, Stîngu & Marin, 2019).…”

Section: Introduction Introductionmentioning

confidence: 99%

Evidence-based decision-making on the improvement of student success: A study of the uptake of institutional research at two universities in Gauteng

Lemmens¹,

Ntshabele²

2021

Utilisation of South African Research on Higher Education

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How can researchers facilitate the utilisation of research by policy-makers and practitioners in education?

Cited by 28 publications

References 26 publications

Nurturing Practitioner-Researcher Partnerships to Improve Adoption and Delivery of Research-Based Social and Public Health Services Worldwide

Nurturing Practitioner-Researcher Partnerships to Improve Adoption and Delivery of Research-Based Social and Public Health Services Worldwide

Student-Teachers’ Written Reports About Their Own Learning Processes from Lesson Study

Evidence-based decision-making on the improvement of student success: A study of the uptake of institutional research at two universities in Gauteng

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