Partnering to Learn: The Evaluation of a Triadic Partnership Model to Support Research and Practice

• In Event: Bridging the Gap: Opportunities, Challenges, and Lessons From Five Knowledge Translation Initiatives

Abstract

Objectives

A systematic approach to knowledge translation that enables a more effective and timely engagement with evidence-based practice in schools is needed (Department of Education, 2018). The Science of Learning Research Centre has taken up this challenge, developing an evidence-informed collaborative partnership model in which partners (educators, researchers, research brokers) learn with and from one another. The model is based on evidence suggesting that effective translation needs to occur in context; involve positive collaborations; value existing knowledge, skills, and beliefs; promote self-efficacy and shared understanding; and involve supportive school leadership (MacMahon, Nugent & Carroll, 2019). This study aims to:
1. Examine the implementation of a theoretical partnership model of research translation.
2. Explore the impact of the model on professional learning and collaboration.
3. Explore factors that promote or hinder teacher engagement with research and evidence-informed practice in authentic contexts.

Theoretical Framework

This study utilises a social constructivist framework to acknowledge the fundamental role of social interaction in supporting the exploration and co-construction of contextually relevant knowledge (Kiraly, 2014). Through brokered interactions, partners collaborate on topics of common interest to build shared understanding, explore problems, and co-construct solutions. This ongoing dialogue and interaction allows partners to learn with and from one another, and to build capacity to sustain practice with increasing independence.

Inquiry

This study used a Case Study methodology, an approach found to be effective for holistically exploring real-world social phenomena in-depth, and for describing and evaluating interventions, particularly in authentic contexts, such as schools (Yin, 2018). This method facilitated rich accounts of the experiences of partners.

Evidence

This study collected both qualitative and quantitative data in order to build a rich understanding of the experience and impact of the partnership model. Individual and focus group interviews were conducted with teachers, school leaders, and researchers, along with questionnaires on individual and collective efficacy. Document analysis of school project reports and other artefacts developed as part of each project, was also undertaken.

Findings

Initial findings emerging from the study indicate that partners find the model very supportive in developing a greater awareness and understanding of one another’s contexts and needs. The ongoing collaboration appears to promote:
1) Enhanced teacher self-efficacy in engaging with research;
2) A broader conceptualisation of what evidence and evidence-based/ informed practice might involve;
3) A greater awareness for researchers of authentic research problems.
The need for a structured process of collaboration that also has some flexibility to meet the individual prior knowledge and needs of school teams is emerging as fundamental to the success of this model.

Significance

This study provides valuable insight into the ways in which research can be meaningfully translated and explored in-context. The collaborative partnerships that are central to this model also highlight the multi-directional learnings that can occur for all participants, as partners learn with and from one another, and this may provide important insight into a model for effective university-school engagement and impact.

Author

• Stephanie Joy MacMahon, University of Queensland