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Embedding Research

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Embedding Research into Practice: Using Change Projects

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Embedding Research

  1. 1. Embedding Research into Practice: Using Change Projects Practical research for education conference, London, 11 July 2007
  2. 2. During the next 45 minutes … <ul><li>You will: </li></ul><ul><li>Find out what we do at research in practice </li></ul><ul><li>Consider some theoretical ideas about how research can embed in practice </li></ul><ul><li>Discover how we use a unique model of research engagement in our Change Projects </li></ul><ul><li>Explore how our most recent Change Project </li></ul><ul><li>Engaging and re-engaging young people in learning (run in collaboration with NfER) is helping support research-informed practice </li></ul>
  3. 3. What we do at research in practice <ul><li>Our mission: </li></ul><ul><li>to improve services and promote positive outcomes for children and families through the use of research evidence </li></ul><ul><li>Our method: </li></ul><ul><li>we support and encourage practitioners, managers and policy makers to develop their research knowledge and become more reflective and evidence-informed (EIP) </li></ul>
  4. 4. research in practice <ul><li>Our mission: to promote positive outcomes for children and families by improving the use of research evidence. </li></ul><ul><li>The largest research implementation venture in UK – nearly 100 agencies (local authorities and national organisations) in England and Wales … and growing. </li></ul><ul><li>We seek to i mprove access to research and strengthen its understanding and adoption. </li></ul><ul><li>A collaborative partnership. </li></ul><ul><li>Our professional sponsor is the Association of Directors of Children’s Services </li></ul><ul><li>A department of The Dartington Hall Trust and run in collaboration with the University of Sheffield. </li></ul>
  5. 5. Research Use findings dissemination implementation adoption
  6. 6. How we fulfil our mission <ul><li>We have five main strands to our work: </li></ul><ul><li>Change Projects </li></ul><ul><li>Learning Events </li></ul><ul><li>Network Exchange </li></ul><ul><li>Publications </li></ul><ul><li>Website </li></ul>
  7. 7. Research into Practice <ul><li>Some ideas about the relationship between research and practice… </li></ul>
  8. 8. research to practice… the linear model
  9. 9. research and practice… the cyclical model
  10. 10. Dissemination is not enough….. <ul><li>Limited evidence of the impact of traditional dissemination activity </li></ul><ul><li>Traditional avenues of dissemination often bypass the intended recipients </li></ul><ul><li>The necessity to innovate/promote new methods of encouraging research use is an important factor in promoting research use </li></ul>
  11. 11. First of all – a little theory… <ul><li>Three models of research use: </li></ul><ul><li>Research-based practitioner model </li></ul><ul><li>Embedded research model </li></ul><ul><li>Organisational excellence model </li></ul><ul><li>Using evidence: How research can inform public services </li></ul><ul><li>Sandra Nutley, Isabel Walter and Huw Davies </li></ul>
  12. 12. Research-based practitioner model <ul><li>Linear approach </li></ul><ul><li>Practitioner responsibility to keep up-to-date and use research </li></ul><ul><li>Professional education and training </li></ul>
  13. 13. Embedded research model <ul><li>Linear process </li></ul><ul><li>Embedding EIP in systems and processes (policies, standards etc) </li></ul><ul><li>Responsibility lies with policy makers and service delivery managers </li></ul><ul><li>Rewards and sanctions used to encourage EIP </li></ul>
  14. 14. Organisational excellence model <ul><li>The service agency is key – leadership, management and organisation </li></ul><ul><li>Develops a research-minded culture </li></ul><ul><li>Local adaptation of findings </li></ul><ul><li>‘Learning organisations’ </li></ul><ul><li>Partnerships with external supportive agencies </li></ul>
  15. 15. Change Projects: Key features <ul><li>The key features of a Change Project are that: </li></ul><ul><li>it involves a group of people sharing learning on a topic; </li></ul><ul><li>an evidence-informed approach is essential to all aspects of project development, and its execution results in improved outcomes for children/families; </li></ul><ul><li>it generates learning event(s) and/or practice tools which arise out of original work undertaken by participants; </li></ul><ul><li>tools are piloted, refined and evaluated before being made publicly available. </li></ul>
  16. 16. What is a Change Project? <ul><li>Collaborative approach to developing more effective ways of putting sound research into everyday practice </li></ul><ul><li>Combining experiment with innovation, reflection, evaluation and action-learning </li></ul><ul><li>Dynamic process working together to design handbooks and other practical tools that translate research evidence into practice. </li></ul>
  17. 17. Change Project stages <ul><li>1: idea generation </li></ul><ul><li>2 : literature search </li></ul><ul><li>3 : experts’ knowledge exchange - firming of Change Project proposal and plan </li></ul><ul><li>4 : first Change Project group </li></ul><ul><li>5 : production of the pilot Action Pack </li></ul><ul><li>6 : piloting and evaluation of the Action Pack </li></ul><ul><li>7 : production of the final Handbook </li></ul><ul><li>8 : launch, promotion and implementation </li></ul>
  18. 18. Change projects <ul><li>Engaging and re-engaging young people in learning </li></ul><ul><li>Social work and the use of research evidence in the family court </li></ul><ul><li>NIFTY 3 </li></ul><ul><li>Front-line partnership working </li></ul><ul><li>Young people, alcohol abuse and offending </li></ul><ul><li>ICT & research utilisation </li></ul>
  19. 19. Completed change projects <ul><li>1. TEAMWISE using research evidence: A practical guide for teams </li></ul><ul><ul><li>VideoCD </li></ul></ul><ul><ul><li>21 Tools </li></ul></ul><ul><li>2. Firm Foundations: </li></ul><ul><li>Organisational support for </li></ul><ul><li>the use of research evidence </li></ul>
  20. 20. 3. Leading Evidence-Informed Practice: our most recent Handbook <ul><li>A tried and tested Handbook </li></ul><ul><li>31 agencies involved </li></ul><ul><li>theoretical ideas </li></ul><ul><li>tools / exercises </li></ul><ul><li>‘ wise words’ & ‘top tips’ </li></ul><ul><li>audio CD of experiences </li></ul><ul><li>real examples </li></ul><ul><li>‘ dig deeper’ resources on the website </li></ul><ul><li>… . a tour </li></ul>
  21. 21. Our most recent Change Project <ul><li>Engagement and re-engagement in education at Key Stage 3 </li></ul><ul><li>A collaboration between research in practice and N f ER and funded by the DFES. Linked to the Change Project is a scoping review of the key research messages related to disengagement at KS3 </li></ul>
  22. 22. Change Project participants will be: <ul><li>Introduced to key research messages from a recent scoping review of UK and European research evidence based focussed on pupil engagement, disengagement and disaffection at Key Stage 3. </li></ul><ul><li>Encouraged to design and develop the resulting key messages in relevant and accessible ways to local policy-makers, managers and front-line practitioners in education and social care in their agencies. </li></ul><ul><li>Supported in an identified project designed to inform practice or planning, informed by research, in this area in their agency. </li></ul><ul><li>Involved in the development, design and refinement of guidance and tools to improve young people’s engagement with learning, to reduce under-achievement and to support attendance. </li></ul>
  23. 23. Our participants …… <ul><li>Assistant Head Teacher ( Portsmouth ), Exclusion and Reintegration Officer ( Lambeth ), Educational Psychologist ( Brighton and Hove ), Senior School Improvement Officer for Inclusion ( Staffordshire ), Education Officer for Children in Care ( Hampshire ), Assistant Head, PRU ( Portsmouth ), Corporate Parenting Manager ( Sheffield ), Learning Manager ( Suffolk ), Strategic Project Manager ( Devon ) and more …….. </li></ul><ul><li>What they have in common? A concern about educational exclusion ……. </li></ul>
  24. 24. Identified Projects so far …. <ul><li>Early identification of those pupils likely to be at risk of disengagement at Year 7 and to work with school staff to design action plans to identify, support and re-engage pupils within school and the PRU ( Assistant Head, PRU/Assistant Head Teacher. Secondary School ) </li></ul><ul><li>Identification of ways of improving work with young people at KS3 by developing relationships between YOT and local schools ( Educational Psychologist/Inclusion worker ) </li></ul><ul><li>Work with an individual school to build understanding of the needs of LAC (looked after children) within KS3 ( Advisory Teacher for looked after children ) </li></ul>
  25. 25. Questions…? <ul><li>Is it a model you could use in your own work setting? </li></ul><ul><li>How research-informed is your own organisation? </li></ul><ul><li>What are the challenges and opportunities for the promotion of the use of robust research in your work? </li></ul><ul><li>Would your agency like to contribute to the piloting of the materials? </li></ul>

Embedding Research into Practice: Using Change Projects

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