research in practice

Embedding Research into Practice: Using Change Projects

Practical research for education conference, London, 11 July 2007

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During the next 45 minutes …

You will:

Find out what we do at research in practice Consider some theoretical ideas about how

research can embed in practice Discover how we use a unique model of

research engagement in our Change Projects Explore how our most recent Change Project Engaging and re-engaging young people in

learning (run in collaboration with NfER) is helping support research-informed practice

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What we do at research in practice

Our mission: • to improve services and promote positive

outcomes for children and families through the use of research evidence

Our method:• we support and encourage practitioners,

managers and policy makers to develop their research knowledge and become more reflective and evidence-informed (EIP)

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research in practice

• Our mission: to promote positive outcomes for children and families by improving the use of research evidence.

• The largest research implementation venture in UK – nearly 100 agencies (local authorities and national organisations) in England and Wales … and growing.

• We seek to improve access to research and strengthen its understanding and adoption.

• A collaborative partnership.• Our professional sponsor is the Association of Directors

of Children’s Services• A department of The Dartington Hall Trust and run in

collaboration with the University of Sheffield.

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Research Use

findings dissemination implementation adoption

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How we fulfil our mission

We have five main strands to our work:

Change Projects Learning Events Network Exchange Publications Website

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Research into Practice

Some ideas about the relationship between research and practice…

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research toto practice… the linear model

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research andand practice… the cyclical model

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Dissemination is not enough…..

Limited evidence of the impact of traditional dissemination activity

Traditional avenues of dissemination often bypass the intended recipients

The necessity to innovate/promote new methods of encouraging research use is an important factor in promoting research use

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First of all – a little theory…

Three models of research use:

• Research-based practitioner model

• Embedded research model

• Organisational excellence model

Using evidence: How research can inform public servicesSandra Nutley, Isabel Walter and Huw Davies

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Research-based practitioner model

Linear approach Practitioner responsibility to keep up-to-

date and use research Professional education and training

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Embedded research model

Linear process Embedding EIP in systems and processes

(policies, standards etc) Responsibility lies with policy makers and

service delivery managers Rewards and sanctions used to

encourage EIP

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Organisational excellence model

The service agency is key – leadership, management and organisation

Develops a research-minded culture Local adaptation of findings ‘Learning organisations’ Partnerships with external supportive

agencies

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Change Projects: Key features

The key features of a Change Project are that: it involves a group of people sharing learning on a

topic; an evidence-informed approach is essential to all

aspects of project development, and its execution results in improved outcomes for children/families;

it generates learning event(s) and/or practice tools which arise out of original work undertaken by participants;

tools are piloted, refined and evaluated before being made publicly available.

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What is a Change Project?

Collaborative approach to developing more effective ways

of putting sound research into everyday practice

Combining experiment with innovation, reflection,

evaluation and action-learning

Dynamic process working together to design handbooks

and other practical tools that translate research evidence

into practice.

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Change Project stages

1: idea generation

2: literature search

3: experts’ knowledge exchange - firming of Change Project proposal and plan

4: first Change Project group

5: production of the pilot Action Pack

6: piloting and evaluation of the Action Pack

7: production of the final Handbook

8: launch, promotion and implementation

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Change projects

Engaging and re-engaging young people in learning

Social work and the use of research evidence in the family court

NIFTY 3 Front-line partnership working Young people, alcohol abuse and offending ICT & research utilisation

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Completed change projects

1. TEAMWISE using research evidence: A practical

guide for teams VideoCD 21 Tools

2. Firm Foundations: Organisational support for

the use of research evidence

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3. Leading Evidence-Informed Practice: our most recent Handbook

A tried and tested Handbook

31 agencies involved theoretical ideas tools / exercises ‘wise words’ & ‘top tips’ audio CD of experiences real examples ‘dig deeper’ resources

on the website

…. a tour

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Our most recent Change Project

Engagement and re-engagement in education at Key Stage 3

A collaboration between research in practice and NfER and funded by the DFES. Linked to the Change Project is a scoping review of the key research messages related to disengagement at KS3

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Change Project participants will be:

Introduced to key research messages from a recent scoping review of UK and European research evidence based focussed on pupil engagement, disengagement and disaffection at Key Stage 3.

Encouraged to design and develop the resulting key messages in relevant and accessible ways to local policy-makers, managers and front-line practitioners in education and social care in their agencies.

Supported in an identified project designed to inform practice or planning, informed by research, in this area in their agency.

Involved in the development, design and refinement of guidance and tools to improve young people’s engagement with learning, to reduce under-achievement and to support attendance.

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Our participants ……

Assistant Head Teacher (Portsmouth), Exclusion and

Reintegration Officer (Lambeth), Educational Psychologist (Brighton and Hove), Senior School Improvement Officer for Inclusion (Staffordshire), Education Officer for Children in Care (Hampshire), Assistant Head, PRU (Portsmouth), Corporate Parenting Manager (Sheffield), Learning Manager (Suffolk), Strategic Project Manager (Devon) and more ……..

What they have in common? A concern about educational exclusion …….

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Identified Projects so far ….

Early identification of those pupils likely to be at risk of disengagement at Year 7 and to work with school staff to design action plans to identify, support and re-engage pupils within school and the PRU (Assistant Head, PRU/Assistant Head Teacher. Secondary School)

Identification of ways of improving work with young people at KS3 by developing relationships between YOT and local schools (Educational Psychologist/Inclusion worker)

Work with an individual school to build understanding of the needs of LAC (looked after children) within KS3 (Advisory Teacher for looked after children)

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Questions…?

Is it a model you could use in your own work setting?

How research-informed is your own organisation?

What are the challenges and opportunities for the promotion of the use of robust research in your work?

Would your agency like to contribute to the piloting of the materials?