MESH Guides - Translational Research in Deaf Education Practice

Rosenberg, Joy F.; Turner, Roger; Underwood, A.H.; Whyte, Stuart

doi:10.20533/ijtie.2047.0533.2016.0109

Cited by 1 publication

(1 citation statement)

References 17 publications

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“…Similarly, having identified a pressing need amongst practitioners, the British Association of Teachers of the Deaf (BATOD) was awarded UK lottery funding to develop MESHGuides advising teachers on supporting deaf and hearing-impaired children in the classroom. BATOD brought subject content experts together with teachers and local authority advisory staff to produce MESHGuides on Acoustic Accessibility (see Rosenberg et al, 2016) and other areas (Cued Speech, Radio Aids, Glue Ear) where teachers can benefit from specialist knowledge. As BATOD state, "MESH Guides, in its embryonic stage, stand at the juncture between [research and practice] as an opportunity and vehicle to move the wealth of the existing and growing underpinning research for education of the deaf, very actively and pragmatically into the minds and hands of those who are at the chalk face."…”

Section: Model 2: Collaboration With a National Professional Subject mentioning

confidence: 99%

Mobilising knowledge through global partnerships to support research-informed teaching: five models for translational research

Younie

Audain

Eloff

et al. 2018

Journal of Education for Teaching

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Distinct TR models have emerged from regional networks (university staff and teachers), professional subject associations, specialist research units, an international NGO working in crisis settings (needing a rapid response), and from investigations into the release of knowledge from PhD theses. While the models are distinct, they share common features which form the emerging MESH Translational Research methodology introduced in this article. Inputs to the models are similar: high quality research reports, already validated and need from stakeholders. Processes vary depending on the context. Outputs however are similar: translational research publications i.e. research summaries linked with implications for practice which the MESH network have called MESHGuides (www.meshguides.org). These TR publications complement existing forms of publication. A TR repository is part of the MESH knowledge mobilisation strategy to give teachers quick access to summaries of the latest knowledge. Contextualisation and translation to other languages are built into the publication processes which include updating and refinement of guides so as to accumulate knowledge. Our analysis following the holding of international summits (EFC, 2016; 2017) to identify solutions to the OECD and UNESCO challenges is that international coordination is needed to scale up and further test existing successful practices for mobilising and translating research knowledge and to provide access to all. This article proposes the MESH TR methodology as one affordable practical and scalable solution to the OECD and UNESCO challenges of keeping teachers up to date and of making new knowledge accessible to teachers regardless of their locations.

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Section: Model 2: Collaboration With a National Professional Subject mentioning

confidence: 99%