Research
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Although unfunded, throughout this project we have developed a series of academic outputs including conference presentations/papers, full journal articles and policy publications, which are all designed to promote and enhance the credibility of the other intellectual outputs.
The first academic article has now been published and we have two more in process. We have also written several book chapters and presented the project at a wide variety of conferences and workshops. These are too many to list here but you can see examples below along with some links to some of our academic outputs related to the project. |
Academic Articles
Jones, S.L., Hall, T., Procter, R., Connolly, C. & Fazlagic, J. (2022). Conceptualising Translational Research in Schools: A Systematic Literature Review. International Journal of Educational Research. 114, 101998 https://doi.org/10.1016/j.ijer.2022.101998
Abstract
Since Stenhouse (1975) called for teachers to have ownership of research, there have been initial forays into teacher led research and evidence informed practice in schools. However, the notion of translational research in schools in its broadest sense, has still not been rigorously conceptualised. This is an increasingly concerning issue in our rapidly developing world where we face common challenges in education provision such as, for example, the educational consequences of the COVID-19 global pandemic, which has been noted as a potential generational global catastrophe for education by the UN Secretary-General (UNESCO, 2020). To address this gap, this systematic literature review asked, what do innovative and impactful translational research infrastructures look like for school teachers? The purpose and focus of this paper therefore, is to present the current extent and form of translational research practices in schools, by first determining what is meant by translational research before progressing to the systematic literature review. We found that the potential for translational research in education can be considerably enhanced when five key themes: Teacher-Researcher Collaboration; Teachers as Researchers; Research Cultures in Schools; Teacher Agency; Sharing, Accessing and Utilizing Research are taken into consideration. The notion of technology as a theme, was notable by its absence. From the findings we have been able to propose an initial framework of translational research in schools. To date there have been no other systematic literature reviews on translational research in education nor any frameworks proposed, and thus this paper addresses a significant gap in the literature.
Abstract
Since Stenhouse (1975) called for teachers to have ownership of research, there have been initial forays into teacher led research and evidence informed practice in schools. However, the notion of translational research in schools in its broadest sense, has still not been rigorously conceptualised. This is an increasingly concerning issue in our rapidly developing world where we face common challenges in education provision such as, for example, the educational consequences of the COVID-19 global pandemic, which has been noted as a potential generational global catastrophe for education by the UN Secretary-General (UNESCO, 2020). To address this gap, this systematic literature review asked, what do innovative and impactful translational research infrastructures look like for school teachers? The purpose and focus of this paper therefore, is to present the current extent and form of translational research practices in schools, by first determining what is meant by translational research before progressing to the systematic literature review. We found that the potential for translational research in education can be considerably enhanced when five key themes: Teacher-Researcher Collaboration; Teachers as Researchers; Research Cultures in Schools; Teacher Agency; Sharing, Accessing and Utilizing Research are taken into consideration. The notion of technology as a theme, was notable by its absence. From the findings we have been able to propose an initial framework of translational research in schools. To date there have been no other systematic literature reviews on translational research in education nor any frameworks proposed, and thus this paper addresses a significant gap in the literature.
Book Chapters
Connolly, C., Jones, S.L., Hall, T. & Procter, R. (2022). Supporting Research Informed Teaching using a Mobile Application. In Baumgartner, E. (2022). A Retrospective of Teaching, Technology, and Teacher Education During the COVID-19 Pandemic. Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2022 from https://www.learntechlib.org/primary/p/221522/ (195-202).
Ayuso-DelPuerto, D. & Malagón, C. & Gutiérrez-Esteban, P. & Díaz, L. (2022). Formación del Profesorado en Investigación Educativa Mediante una Aplicación Móvil. In Ema Elena Aveleyra & Melisa Alejandra Proyetti Martino (Eds). Escenarios y recursos para la enseñanza con tecnología: desafíos y retos. (pp.830-838) Publisher: Octaedro.
Connolly, C. Hall, T, Jones, S.L. & Procter, R. (2020). Research-Informed Teaching in a Global Pandemic: "Opening up" Schools to Research. In (Eds) Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (2020). Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2020 from https://www.learntechlib.org/p/216903/ (609-616).
Ayuso-DelPuerto, D. & Malagón, C. & Gutiérrez-Esteban, P. & Díaz, L. (2022). Formación del Profesorado en Investigación Educativa Mediante una Aplicación Móvil. In Ema Elena Aveleyra & Melisa Alejandra Proyetti Martino (Eds). Escenarios y recursos para la enseñanza con tecnología: desafíos y retos. (pp.830-838) Publisher: Octaedro.
Connolly, C. Hall, T, Jones, S.L. & Procter, R. (2020). Research-Informed Teaching in a Global Pandemic: "Opening up" Schools to Research. In (Eds) Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (2020). Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2020 from https://www.learntechlib.org/p/216903/ (609-616).
Conference Presentations
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Jones, S.L., Procter, R., Connolly, C., Hall, T. & Fazlagic, J. (2021). Building a research infrastructure for school teachers. ATEE Annual Conference 2021: (Re)-Imaging and Remaking Teacher Education, 9th-11th September 2021. Warsaw, Poland (online), http://atee2020.pedagog.uw.edu.pl/.
Ayuso-DelPuerto, D. & Gutiérrez-Esteban, P. (2020). Programas de formación docente en investigación educativa. Conference: IV Jornadas Doctorales de la Universidad de Extremadura 10.13140/RG.2.2.17553.66409. |
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An Invitation ...
If you are interested in learning more about this project then please contact us directly via the Project Lead: Dr Sarah-Louise Jones, University of Hull, UK ([email protected]).
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This website has been funded with support from the European Commission. This website reflects the views only of the authors and project partners and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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