connecnglocalandinternaonal( research(and(prac&ce!( · 2019-04-11 · what are your kmb goals...

Connec&ng Local and Interna&onal Research and Prac&ce!

Presenters:

Dr. Ka&na Pollock (UWO) Dr. Patricia Briscoe (UWO) Co-‐Director of KNAER KNAER Network & KMb Manager @DrKa&naPollock @KNAER_RECRAE

K. Pollock & P. Briscoe -‐ UCEA 2014

Workshop Purpose

• to provide local and interna>onal par>cipants with knowledge and skills to communicate and connect research and prac>ce through KMb prac>ces

• to increase the use of knowledge of school leadership at a global level

• to develop KMb plans for specific research


Why Mobilize Knowledge?

• Generators of research are diverse

• Global compe>>veness

• Advancement in informa>on communica>on technology

• Knowledge economy – ‘evidenced-‐based’ decisions

• Research-‐use gap is widening


What is Knowledge Mobiliza&on? Umbrella Term

• Knowledge Management

• Knowledge Transfer

• Knowledge Transla>on

• Knowledge Exchange Making knowledge ready for service or ac>on to create value for individuals

and socie>es (Peter Leveque, Director, Knowledge Mobiliza>on Works)


Crea>ng Your KMb Plan

What do you want to mobilize?

The sources used to create the following tables are from the original work of Melanie Barwick hZp://www.melaniebarwick.com/training.php and modified by Dr. Ka>na Pollock, Dr. Patricia Briscoe, Dr. Carol Campbell, Shasta Carr-‐Harris for the UCEA Center for the Interna>onal Study of School Leadership, UCEA

presenta>on 2014.


Research users (target audience)

This research is important to: _____________ Ex. researchers, policy-makers, business leaders, community groups, educators, media, international audiences, practitioners, decision-makers and the general public.

1.

2.

3.


KMb Goals What are your KMb goals for each audience? Ex. Gain knowledge from target audience

Generate awareness

Generate motivation to use research. Impart knowledge and skills associated with school leadership.

1.

2.

3.


What is the Message?

• An ac>onable message, not a specific finding

• Broad message – important to prac>ce


KMb Impact

a) Where do you want to have an impact?

- Student outcomes - Administrative practices - Policy making b) How will this benefit the target audience?

1.

2.

3.


KMb Strategies

a) Researchers will learn from and/or collaborate with research users by: __________________

b) Research knowledge will be mobilized to target audience

Examples can be found at www.knaer-recrae.ca

1.

2.

3.


• Presented by • Dr. Carol Campbell (OISE-‐UT) and

• Dr. Ka>na Pollock (UWO)

• Co-‐Directors, KNAER

KMb Process & Timeline When could KMb occur?

- developing research questions; - designing methodology; - collecting data; - developing tools for data collection and/or

dissemination; - interpreting findings; - dissemination of findings; - developing KM networks; - host workshops, PD or other training

1.

2.

3. K. Pollock & P. Briscoe -‐ UCEA 2014

KMb Impact

a) Where do you want to have an impact?

- Student outcomes - Administrative practice - Policy making b) How could this benefit the target audience?

1.

2.

3.


KMb Evalua&on

How could you evaluate your impact? Reach indicators

Usefulness indicators

Use indicators

Partnership / collaboration indicators

Practice / change indicators

Program or service indicators

Policy indicators


Resources

What resources are required?

Ex. - Human - Financial - Web


Budget & Es&mated Costs

a) What budget items are related to your KMb plan?

b) List es&mated costs for items men&oned above

a)

b)


Resources

*KMb tools (or organiza&ons engaged in KMb) * Knowledge Network for Applied Educa>on Research (KNAER) supports 44 knowledge mobiliza>on projects across Ontario hZp://www.knaer-‐recrae.ca/knaer-‐projects

Centre for Addic>on and Mental Health (CAMH) EENet Research Snapshots and blog hZp://eenet.ca/ ETFO’s Research for Teachers podcasts and research summaries hZp://www.edo.ca/resources/eResources/ResearchForTeachers/Pages/default.aspx Hamilton-‐Wentworth District School Board’s E-‐Best program (many different types of research summaries) hZp://www.hwdsb.on.ca/e-‐best/

Ontario Center of Excellence for Child and Mental Health, Knowledge Mobiliza>on (KMb) Toolkit hZp://www.kmbtoolkit.ca/

Ontario Educa>on Research Exchange (OERE) research summaries hZp://oere.oise.utoronto.ca/

Ontario Ministry of Educa>on’s What Works: Research into Prac5ce summaries hZp://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatworks.html

Research Brokering in Educa>on (RBE) KM resources hZp://oere.oise.utoronto.ca/rbe/


Amara, N., Ouimet, M., & Landry, R. (2004). New evidence on instrumental, conceptual, and symbolic u>liza>on of university research in government agencies. Science Communica5on, 26(1), 75-‐106. Biddle, B., & Saha, L. (2006). How Principals Use Research. Educa5onal Leadership, 63(6), 72-‐77. Coburn, C. & Stein, M. (2010). Research and Prac>ce in Educa>on: Building alliance, bridging the divide. Rowman and LiZle Publishers: United Kingdom.

Cordingley, P. (2008). Research and Evidence-‐Informed Prac>ce: Focusing on prac>ce and prac>>oners. Cambridge Journal of Educa>on, 38(1), 37-‐52.

Graham, I. & Tetroe, J. (2007). Some Theore>cal Underpinnings of Knowledge Transla>on. Academic Emergency Medicine, 14, 936-‐941. Hame, J. 2009. Visible learning. London: Routledge. [This is not about KM but is a meta meta-‐analysis of educa>on research] Landrum, T., B. Cooke, M. Tankersley, and S. Fitzgerald (2002). Teacher percep>ons of the trustworthiness, usability and accessibility of informa>on from different sources. Remedial and Special Educa5on 23, no. 1: 42–8. Lavis, J., Robertson, D., Woodside, J. M., McLeod, C. B., Abelson, J. (2003). How can research organiza>ons more effec>vely transfer research knowledge to decision makers? Milbank Quarterly, 81(2), 221-‐248.

Readings useful for conceptualizing the KMb process, barriers to KMb, and strategies to overcome these barriers.


Maynard, A. (2007) Transla>ng evidence into prac>ce: Why is it so difficult? Public Money and Management 251–56. Miller, S., Drill, K., & Behrstock, E. (2010). Making educa>onal research relevant to teachers. Phi Delta Kappa Interna5onal, 91(7), 31-‐34. Nutley, S., I. Walter, and H. Davies (2009). Promo>ng evidence-‐based prac>ce: Models and mechanisms from cross-‐sector review. Research on Social Work Prac>ce 19, no. 5: 552–9.

Nutley, S., Walter, I., and Davies, H.T.O. (2007). Using evidence: How research can inform public services. Bristol, England: The Policy Press. Sá, C., Li, S. & Faubert, B. (2011). Facul>es of educa>on and ins>tu>onal strategies for knowledge mobiliza>on: An exploratory study. Higher Educa>on, 61(4), 501-‐512. Tseng, V. (2012). Social policy report: The uses of research in policy and prac>ce. Sharing child and youth development knowledge, 26(2), 1-‐16.


Thank you!

Comments or ques&ons?

Dr. Ka&na Pollock

@DrKa>naPollock [email protected]

Dr. Patricia Briscoe

@KNAER_RECRAE [email protected]


connecnglocalandinternaonal( research(and(prac&ce!( · 2019-04-11 · what are your kmb goals...

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