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Edward O’Connor, Ph.D.Midwest Instructional Leadership Council
Elizabeth Witter Freeman, Ph.D.Monona Grove School District Monona, WI
Bradley C. Niebling, Ph.D.Midwest Instructional Leadership Council
3/3/10(c) Midwest Instructional Leadership Council 1
Research-to-Practice Gap Scientist-Practitioner Model Problem-solving Model Applied
◦Problem Identification◦Problem Analysis◦Intervention Design
Call to the Field
3/3/10 2(c) Midwest Instructional Leadership Council
• This paper has the following objectives:– To briefly summarize the professional
discussion regarding "research-practice" problems
– To discussion the limitations of the scientist-practitioner model to reduce the “research-to-practice gap”
– To initiate discussions of a new, alternate role structure for school psychologists• One that better addresses research-practice
problems• One that will call upon the development of a new
school psychologist “role”
3/3/10 3(c) Midwest Instructional Leadership Council
General agreement of existence of gap Lack of agreement as to whether the gap is
considered problematic◦ PITs special issue (May, 2005)
Gap as delay◦ Reading ◦ Problem Solving◦ RtI
3/3/10 4(c) Midwest Instructional Leadership Council
The proposed remedy to reduce this gap seemed to be to train professionals to be
Scientist-Practitioners
3/3/10 5(c) Midwest Instructional Leadership Council
1949 - Boulder Conference on Graduate Education in Clinical Psychology (Raimy, 1950)
1954 – APA’s Thayer Conference on School Psychology
1984 - Barlow, Hayes and Nelson articulated a "Scientist-Practitioner" model to serve as a framework for the training of school psychologists.
3/3/10 6(c) Midwest Instructional Leadership Council
Model of training and education◦ adhere to scientific methods, procedures, and
research in their day-to-day practice.◦ clinicians are to
use scientific methodology in their practice-decision; to work with clients using scientifically valid
methods, tools, and techniques; to inform their clients of scientifically-based findings
and approaches to their problems; and to conduct practice-based research
3/3/10 7(c) Midwest Instructional Leadership Council
Scientist-practitioner remains elusive◦ Production of research from former school
psychology graduate students is lacking (Gelso, 2006)
◦ The Use of research- and evidence-based practices in schools falls short of ambitions set 60 years ago (Broekkamp& Van Hout-Wolters, 2007; Riley-Tillman et. al, 2005).
Research-to-practice gap continues to be identified as a major problem in the field
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There is a need to re-examine the scientist-practitioner model and ways to reduce the
research-practice gap
3/3/10 9(c) Midwest Instructional Leadership Council
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A framework to guide study and discussion of the research-to-practice gap
Provides a framework to organize the discussion
Promotes “scientific” thinking Addresses the need to prioritize and clarify
critical elements of the “problem” Provides a foundation for systems level
research
3/3/10 11(c) Midwest Instructional Leadership Council
3/3/10 12(c) Midwest Instructional Leadership Council
• Problem: Gap between research and practice.– Defined as: the delay or latency between the
emergence of compelling and substantial research evidence regarding effective instructional practices and the widespread use and application of those practices by educators.
– Evidence examples:• RtI – 27 years
– Deno &Merkin, 1977– IDEA 2004
• Effective Reading Instruction (DI) – 24 years– 1977 “Project Follow Through” evaluated – Reading First (NCLB 2001)
3/3/10 13(c) Midwest Instructional Leadership Council
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Need to generate possible “root-causes” or “keystone” circumstances that serve to create and sustain the problem.
Our initial thinking…◦ Top-down View◦ Missing Perspectives◦ Unrealistic Model◦ Lacking Infrastructure
3/3/10 15(c) Midwest Instructional Leadership Council
• Expressed implicitly in the language used (“research to practice”)
• Mechanisms applied to generating and evaluating research
• Lack of true collegial opportunities offered to practitioners
• Solutions for “practice” to change and lessen the gap
• Professional training and conferences highlights academicians
3/3/10 16(c) Midwest Instructional Leadership Council
Practitioner perspective often absent from discussion on research-to-practice gap
Practitioners and action-research is under published◦ Psychology in the Schools (2005) issue devoted to
the research-to-practice gap finds that twenty-eight of thirty authors are affiliated with university or other research institutions
Pre-service practitioners
3/3/10 17(c) Midwest Instructional Leadership Council
Boulder placed the burden of this model on the practitioner
Is it viable for practitioners to “do it all”, especially in this age of increased accountability, economic cutbacks, and underfunding?
Present status indicates that it is too great of an expectation
3/3/10 18(c) Midwest Instructional Leadership Council
Two distinctly different settings Lacking opportunities for collaboration
◦ Participant recruitment◦ Practical training of graduate students
3/3/10 19(c) Midwest Instructional Leadership Council
Quantifying baseline explicitly elusive Lack of available research- and/or evidence-
based interventions matched to identified needs
Given persistence of problem, existing efforts and ideas to solve the problem, and case examples, we need to move forward
3/3/10(c) Midwest Instructional Leadership Council 20
1. Develop a framework2. Recognition and pursuit of developing the
role of "hyphen”3. Improved communication and
collaboration4. Changes in research5. Changes in practice
3/3/10(c) Midwest Instructional Leadership Council 21
Scientists, Practitioners, and “Hyphens” Hyphen roles
◦ Support change◦ Listen and learn◦ Translate◦ Train and Coach◦ Advocate◦ Evaluate
Communication and collaboration
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Communication and CollaborationCommunication and Collaboration
PractitionerPractitioner
Support
Change
Support
Change
Train and C
oachT
rain and C
oach
Translate
Translate
Evaluate
Evaluate
Listen and Learn
Listen and Learn
Advocate
Advocate
Communication and CollaborationCommunication and Collaboration
ScientistScientist
Current Approximations We Have Observed
3/3/10(c) Midwest Instructional Leadership Council 24
Monona Grove/University of Wisconsin-Madison◦ School Psychology Students
Assist with Benchmark Assessments Participate in District Trainings Assist in Delivery of Trainings Gain Access to Schools for Conducting Research
◦ Faculty University and District Faculty Collaboration
High quality learning experiences Coordination of objectives
Teaching Objectives Research Objectives Continuous Improvement Activities
3/3/10 25(c) Midwest Instructional Leadership Council
Southern Wisconsin Problem Solving Consortium◦ Space and structure for joint learning◦ Efficient delivery option for “best-practices”◦ Opportunity to share resources◦ Structure for political action◦ Opportunity for expanding University – District
Partnerships
3/3/10 26(c) Midwest Instructional Leadership Council
Coordination of Professional Development◦ Conference◦ Direct District Support◦ Information dissemination
Research Funding Research Production Support for University – District
Collaboration
3/3/10 27(c) Midwest Instructional Leadership Council
Do we need hyphens? If yes, then
◦ are the correct components in place in the proposed framework? What needs to be added? Removed? Changed?
◦ are the components correctly operationalized?
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To succeed, the work conditions around the effort must included: ◦ Leadership for change◦ A framework for implementation◦ Infrastructure in place to promote communication ◦ Credibility in both settings to facilitate the communication◦ Time and resources available to organize and maintain
the conversation ◦ Change in cultural beliefs and new traditions among
individuals working in practice and those in research that include positive perceptions of each other
In short, we believe the gap between research and practice will diminish when there are professionals with the skills to build the bridge….a Research-Practice Broker
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Help build the new model◦ Infrastructure◦ Communication◦ Norms◦ Structures, routines
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Presenter Information Web Information
Ed O’Connor◦ [email protected]
Elizabeth Freeman◦ [email protected]
Brad Niebling◦ [email protected]◦ Twitter name: bniebling◦ Skype name: bniebling◦ Blog:
http://alignguy.blogspot.com/
Midwest Instructional Leadership Council◦ http://www.milcleaders.o
rg/ Discussion Boards
(coming soon) Wiki
◦ Potentially coming soon◦ Send us your links and
contact information and we’ll post them
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IDEA 2004 – RtI and ESEA/NCLB in 2001 - Reading First
Deno, S. L. and Merkin, P. K. (1977) Database program modification: A manual. Reston, VA: Council for Exceptional Children
Preventing Reading Difficulties in Young Children (National Research Council 1998) and/or National Reading Panel (2000)
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