Partnering to Learn: A Collaborative Approach to Research Translation for Educators and Researchers

Abstract

The science of learning (SoL) has powerful contributions to make to both the production of knowledge about learning and to the ways in which this knowledge can be successfully mobilized into educational practice. However, as a multidisciplinary field, it also faces some challenges if it is to bridge the research‐practice gap. Using Levin's (2013) conceptualization of knowledge mobilization, this paper will describe the challenges and promising approaches to effective research translation and frame existing approaches across three interacting domains of (1) knowledge production, (2) knowledge use, and (3) knowledge mediation. It will then present a novel partnership approach developed by the Science of Learning Research Center at The University of Queensland, Australia—the Partner Schools Program (PSP). Drawing upon existing promising practices, the PSP brings together educators, researchers, and research brokers in partnership to transform research into contextually relevant applications.

Working memory training: mechanisms, challenges and implications for the classroom

“…WM studies often overlook the roles of researchers and educators, as well as their interaction and collaboration, and the external support and resources obtained (MacMahon et al, 2022). The traditional school-based implementation follows a unidirectional partnership, where researchers disseminate and interpret findings, and educators adapt the designs to fit their educational purposes.…”

“…The traditional school-based implementation follows a unidirectional partnership, where researchers disseminate and interpret findings, and educators adapt the designs to fit their educational purposes. However, this approach fails to address the research-practice gap and ecological validity of research evidence (Daniel and Pollmann, 2012;Palinkas and Soydan, 2012;Joram et al, 2020;MacMahon et al, 2022) to facilitate research translation. However, educators and researchers have different epistemological and philosophical beliefs, and it is unclear how their perspectives may influence the decision-making process and implementation outcomes.…”

Generalizability in psychology research: Beware the grinch.

“…Does it matter if the strategies are applied in a laboratory, controlled field experiments in the classroom, or everyday classroom activities (e.g., Agarwal et al, 2021)? There is substantial research going on to try to answer these questions and more, but are we ready for a full translation to the classroom (e.g., Daniel, 2012; MacMahon et al, 2022)? As we refine our understanding, are we making administrators, teachers, and students aware of the limits of some of these ideas (e.g., Roediger & Abel, 2022)?…”

Compassion as a Framework for Creating Individual and Group-Level Wellbeing in the Classroom: New Directions

“…While such programs are in their infancy, teachers need not necessarily rely on packaged programs to implement meaningful change in the classroom. Building self-and collective efficacy at the teacher and school leadership level can support meaningful co-development of strategies and interventions with students and the community (MacMahon et al, 2022). An understanding of the principles behind compassion and prosocial leadership (Thierry et al, 2022) can allow educators to design, implement, and assess their own strategies that are likely to have increased fidelity within their own setting.…”