Research
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Throughout this project we aim to develop 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 is now complete and has been submitted to a journal for peer review. It is entitled: "Conceptualizing Translational Research in Schools: A Systematic Literature Review" and is authored by five people from the project team Dr Sarah-Louise Jones, Dr Richard Procter, Dr Cornelia Connolly, Dr Tony Hall and Prof Jan Fazlagić. You can read the Abstract below. If you are interested in getting involved with us in the research of this topic, please contact the project lead: Dr Sarah-Louise Jones, (sarah-louise.jones@hull.ac.uk) |
Conceptualizing Translational Research in Schools: A Systematic Literature Review
Jones, Procter, Connolly, Hall & Fazlagić, 2020
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.
Keywords: translational research, teacher led research, evidence informed practice, knowledge mobilisation, teacher researcher practitioners, research informed practice, school-based research, infrastructuring.
Jones, Procter, Connolly, Hall & Fazlagić, 2020
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.
Keywords: translational research, teacher led research, evidence informed practice, knowledge mobilisation, teacher researcher practitioners, research informed practice, school-based research, infrastructuring.
