The Gap: Research into Practice

Lovitt, Thomas C.; Higgins, Ann

doi:10.1177/004005999602800214

Cited by 11 publications

(11 citation statements)

References 4 publications

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“…First, just as the concept of family QoL calls for the active participation of families in planning, implementing and evaluating service delivery, the notion of family QoL as an outcome urges researchers to involve families in their research efforts. Recent innovative research practices such as PAR reflect the influences of the concept in academia (Lovitt & Higgins 1996; Sample 1996; Carnine 1997; Meyer et al. 1998; Santelli et al.…”

Section: Discussionmentioning

confidence: 99%

Toward assessing family outcomes of service delivery: validation of a family quality of life survey

Park

Hoffman

Marquis

et al. 2003

J intellect Disabil Res

237

166

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Section: Discussionmentioning

confidence: 99%

Toward assessing family outcomes of service delivery: validation of a family quality of life survey

Park

Hoffman

Marquis

et al. 2003

J intellect Disabil Res

237

166

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“…A first step in bridging the research-to-practice gap is being aware that the gap exists. What is currently known concerning the research-topractice gap focuses on the usability, trustworthiness, and accessibility of research findings (Carnine, 1995(Carnine, , 1997; the steps necessary for translating research into practice (Lovitt & Higgins, 1996); and the barriers to applying research in practical settings (Billups & Rauth, 1987). In addition, some researchers have suggested that educators fail to adopt best practices due to factors such as "a lack of commitment .…”

Section: Discussionmentioning

confidence: 99%

Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices

Lewis

Hudson

Richter

et al. 2004

Behavioral Disorders

109

104

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Both No Child Left Behind and the Individuals with Disabilities Education Act require educators to use research-validated practices in classrooms. And yet education, special education, and the field of emotional and behavioral disorders (E/BD) continue to show large gaps in the consistent use of best practices. The authors propose that the research-to-practice gap can be traced to the lack of clear, consistent criteria to determine what are research-based practices and the absence of support structures to assist educators in implementing such practices. A four-phase review process was developed based on current recommendations from the E/BD literature, and a brief review of classroom-based strategies was conducted. Four practices were identified as being research based. The authors discuss each of these practices and call for the field of special education, and E/BD in particular, to develop and adopt a universal set of standards to determine research-based practice and look to school systems to support their use.

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“…Although some people might raise an objection to reducing the scope of research to have time for PAR, if PAR practices result in substantially greater dissemination and utilization of research, a greater ultimate impact may be made in solving problems that families and other stakeholders face. One of the tremendous losses in the past has been the fiscal and personnel investment in research that has not at all been adequately disseminated and utilized to solve the real and frequent problems faced by families and other stakeholders (Bruyere, 1993;Carbine, 1997;Fuchs & Fuchs, 1990;Hoshmand & Polkinghorne, 1992;Kaufman, Schiller, Birman, & Coutinho, 1993;Lovitt & Higgins, 1996;Turnbull & Ruef, 1996).…”

Section: Addressing Logistical Considerationsmentioning

confidence: 99%

Participatory Action Research as a Model for Conducting Family Research

Turnbull

Friesen

Ramírez

1998

Journal of the Association for Persons with Severe Handicaps

111

104

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We discuss a participatory action research (PAR) DESCRIPTORS: participatory action research, participatory research, action research, family, disability Participatory action research (PAR) is one means of addressing the gap between researchers and the intended beneficiaries of research (McTaggart, 1991;Whyte, 1991). Participatory action research refers to a process whereby the researchers and stakeholders (those who potentially benefit from research results) collaborate in the design and conduct of all phases (e.g., specification of questions, design, data collection, data analysis, dissemination, utilization) of the research process. PAR's ultimate goal is taking action to solve the problem that is at the basis of the research (Graves, 1991;McTaggart, 1991;Whitney-Thomas, 1997). PAR is a collaborative approach to conducting research-not a discrete research methodology. _______________________________________________Address all correspondence and requests for reprints to Ann P. Turnbull, Beach Center on Families and Disability, University of Kansas, 3111 Haworth Hall, Lawrence, KS 66045The National Institute on Disability and Rehabilitation Research (NIDRR) has taken a leadership role within the disability field by encouraging grantees to incorporate a PAR approach (Fenton, Batavia, & Roody, 1993;Graves, 1991). Our conceptualization of PAR has been strongly influenced by NIDRR's definition.Throughout the literature, many terms are used interchangeably with sometimes similar and other times conflicting definitions. These terms include participatory research, action research, participatory action research, constituency-oriented re-search and dissemination, emancipatory research, empowerment research, and discovery research. These terms all have a common focus on greater participation and influence of stakeholders in research than has traditionally characterized the research process. The approaches may differ, however, with respect to considerations such as how localized the research is to a specific context.In this paper, we address a PAR approach consistent with NIDRR's conceptualization of researchers and stakeholders collaborating through-out the entire research process. Our focus is on families as stakeholders of research. We focus on research that is aimed at studying family life and issues important for family support. We refer to this research as family research. We (a) discuss the advantages and challenges of PAR in family research, (b) propose a range of PAR levels, and (c) raise three issues warranting creative problem solving in enhancing PAR implementation related to family research.

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The Gap: Research into Practice

Cited by 11 publications

References 4 publications

Toward assessing family outcomes of service delivery: validation of a family quality of life survey

Toward assessing family outcomes of service delivery: validation of a family quality of life survey

Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices

Participatory Action Research as a Model for Conducting Family Research

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