Bridging the Research-Practice Gap by Centering a Model of Quality Teaching (Poster 1)

• In Event: Bridging the Gap: Enhancing Research Use in Research-Practice Partnerships Based Across the Globe

Abstract

Objectives
In this submission I will explore how you can work to bridge the research-practice gap in several ways by centering a model of quality teaching. In this paper I will draw on work from a Swedish pilot-RPP between one university and two municipalities in working with Quality Teaching Rounds (QTR; Gore et al., 2017).

Theoretical framework
To help conceptualize research use in this RPP I draw on Weiss & Bucuvalas (1980) work on research use where they propose a categorization: instrumental use of research means that research is used to directly influence a decision; conceptual use of research means that research influences to extend their perspective; symbolic use of research means that research is used to legitimize a decision that has already been made; and process use of research means that the scientific processes of research are used in the work of practice

Method
This study can be described as a case study of an RPP. In this case the author of this paper is part of the RPP and as such has in-depth knowledge of the case in question. In this RPP we collaborate with schools to develop and establish tools and structures that support teachers in collecting, analyzing, and constructively discussing classroom teaching data. We achieve this through the professional development program Quality Teaching Rounds, developed by researchers at the University of Newcastle, Australia. QTR is based on three pillars: (1) The Quality Teaching Model (QTM), a framework defining quality teaching, operationalized in an observation protocol. (2) Professional Learning Communities, where teachers participate in QTR in groups of four. (3) Observation Rounds, where teachers observe each other's regular lessons four times per semester.

Substantiated conclusions
Figure 1 illustrates three dimensions of using research in the QTR intervention. First, research on authentic pedagogy informs the quality teaching model's content, while research on medical rounds and PLCs informs its process. Second, the collaborative research and improvement efforts in Sweden involve collecting, analyzing, discussing, and synthesizing data to inform QTR development, reflecting an instrumental use of research. Third, practitioners use research-based models and processes in QTR to enhance instructional practices, aligning with process use of research. At the teacher level, the non-normative quality teaching model and rounds allow for growth and learning without being prescriptively directed, demonstrating conceptual use of research.

Significance
This paper draws on established models of research use to highlight how RPPs can work with research at different levels to begin addressing the research-practice gap.

Author

• Simon Sjölund, Mälardalen University