Research-Practitioner Partnerships in Out-of-School Time

• In Event: The State and Future of the Out-of-School Time Field

Abstract

Objectives
The development of well thought-out partnerships that lead to scalable practice and professionalization is the next logical step in the growth of this area of the field. In the coming years, opportunities for OST will increase as the field is more formally recognized and compensated.
Perspectives
Research-practitioner partnerships (RPPs) show promise not only from the bridging standpoint, but also from a field-building perspective. Over the past decade, research studies have validated the importance of the work of OST (Out-of-School Time) practitioners (Bennett, 2015; Bevan, Michalchik, Bhanot, Rauch, Remold, Semper, & Shields, 2010; Harvard Family Research Project, 2010; Vandell, Reisner, & Pierce, 2007). However, a disconnection currently exists between researchers and practitioners. Scholars such as Hamilton (2015) and Coburn, Peneul, and Geil (2013) are examining this bridging phenomenon to include practitioners’ voice in a relevant research agenda.
Methods and Data
In developing the chapter, a literature review was conducted to provide a preliminary analysis to identify recent trends related to RPPs. Several interviews with researchers and practitioners were conducted in developing the chapter. All participants signed an informed consent form and were sent a series of questions to provide their perspective on research-practitioner partnerships in the OST space.
Results
Several key themes emerged including collaboration, partnerships focused on problems of practice (Coburn et al., 2013), incorporating the community into the research planning, implementation, and design (Stringer, 1999), and using inquiry to improve one’s own practice. The OST field is not alone in examining the potential and impact of research-practitioner partnerships. Kirk & Fischer (1976) and Scott (1990) explored research-practitioner partnership in social work settings. Adaptations from other fields have already begun in the field of youth development. Hamilton (2015) put forth the model of Translational Research adopted from the medical community. Interviews with researchers and practitioners were conducted to provide context for applications to practice and highlighted the need for the practitioner’s voice in the development of the research agenda and actively participation in the inquiry process.
Typical research-practitioner connections exist largely through program evaluations. There is a need to bridge the researcher-practitioner gap in order for research to be effectively disseminated and adopted into practice. Additionally, findings and materials need to be easily translated into actionable steps practitioners can take. Likewise, in translating research to practice, researchers need to begin the reflection process with whether the research questions and methodology are practical for informing program practice. This speaks to the need for RPPs, and specifically for dialogue in which the practitioner is actively involved in the research and intervention design, and providing feedback on the practicality of the application to practice.
Scholarly Significance
This positive direction could lead to more and better research, identification of overlaps and increased connections between sectors, innovative practice not bound by walls or artificial barriers such as time or space, and increased funding supporting holistic systems.

Author

• Kenneth A Anthony, Connecticut After School Network