Session Information
15 SES 07, Models of Partnership in Action
Paper Session
Contribution
Few people will doubt the need to use science to improve the results of educational practice wherever possible. There seems to be a widespread consensus about two elements. One is that educational practice, in order to be efficient and effective, can and should be informed by results from research. The other is that educational theory and research, in order to be valorised, can and should be informed by everyday educational practice. Despite this consensus, it is not common practice yet that educational practice and science inform each other in such a way that they gain from each other, despite considerable effort and the notable progress made in recent years, (i.e. Dagenais, Lysenko, Abrami, Bernard, Ramde & Janosz 2012). Despite an increasing mobilisation of researchers and research-funding agencies, the literature on research use continues to yield little evidence on the processes involved, and even less on the effects of efforts to promote their use (Nutley, Walter & Davies, 2007; Sharples & Sheard, 2015). We argue that there is a need to look at new ways of circulating knowledge through learning networks and cooperative knowledge production processes. School-University partnerships are an important arena for this.
School-University Knowledge Exchange Schemes (SUKES) is a project that was set up by an international group of educational researchers and consultants during EU Project EIPPEE, to investigate whether and how the recent policy emphasis on evidence-based practice was reflected in active knowledge exchange partnerships between researchers and practitioners. The focus is on structured arrangements planned on a longer term basis than short life projects. We call these “schemes” to distinguish them from ad hoc relationships that sometimes grow up between schools and universities around, for example, teacher training. The term “exchange” is used to indicate that the association between the parties is two-way.
Theories of educational change are the bases of this investigation emphasising capacity building at all levels, inquiry orientated practice and data-driven decisions (Fullan, 2007; Hopkins, Stringfield, Harris, Stoll and Mackay, 2014; Hargreaves and Shirley, 2013). This is, for example, reflected in theories about the school as a learning community (Senge, 2000: Sigurdardottir, 2010; Skoglund; 2013; Stoll & Louis, 2007) emphasising collaborative inquiry into daily practice with the help of data about student performance. The fundamental goal is to improve the school at the same time as the teachers´ professional knowledge and skills are enhanced. The process of using data or evidence for educational improvement is far from being straightforward. Using data or (evidence-based) interventions does not necessarily lead to better practice; it depends on how it is used and whether it is appropriate for the context (Cordingley, 2008; Höög & Johansson, 2014; Spillane, 2012). Regarding approaches for addressing the knowing-doing gap in education, Broekkamp & van Hout-Walters (2007) (also illustrated by Ball, 2012) identify various models that are used as an analytical framework in this study. These models are the Evidence-Based Practice Model; the Research Development Diffusion Model, and the Knowledge Communities Model.
The aims of this paper are firstly to shed light on different knowledge exchange schemes, their forms, theoretical background and characteristics, and then to come up with an integrated model of knowledge exchange partnership; secondly to suggest a conceptual model of the context and process of change in which knowledge exchange is a part. The analysis is based on a review of four different schemes that are active in four countries. The results are discussed in the light of a theoretical perspective with a focus on theory of change - meaning the kind of thinking and strategies actors build up in order to improve their systems’ performance and outcomes.
Method
Expected Outcomes
References
Ball, A.F. (2012). To know is not enough: Knowledge, power, and the zone of gererativity. Educational Researcher, 41, 283–293. DOI: 10.3102/0013189X12465334 Broekkamp, H., & van Hout-Wolters, B. (2007). The gap between educational research and practice: A literature review, symposium, and questionnaire. Educational Research and Evaluation, 13(3), 203–220. Cordingley, P. (2008). Research and evidence-informed practice: focusing on practice and practitioners. Cambridge Journal of Education, 38(1), 37–52 Dagenais, C., Lysenko, L., Abrami, P., Bernard, R.,Ramde, R. and Janosz, M. (2012). Use of research-based information by school practitioners and determinants of use: a review of empirical research. Evidence & Policy. A Journal of Research, Debate and Practice, 8(3), 285–309. http://dx.doi.org/10.1332/174426412X654031 Fullan, M. (2007). The new meaning of educational change (4th ed). New York: Teachers College Press. Hargreaves, A., & Shirley, D. (2013). The global fourth way. The quest for educational excellence. Thousand Oaks USA: Corwin Hopkins, D. Stringfield, S., Harris, A., Stoll, L., & Mackay, T. (2014). School and system improvement: a narrative state-of-the-art review. School Effectiveness and School Improvement, 25(2), 257–281. Höög, J., & Johansson, O. (eds). (2014). Framgångsrika skolor-mer om struktur, kultur, ledarskap. [Successful schools-more about structure, culture, leadership.] Lund: Studentlitteratur. Nutley, S., Walter, I., & Davies, H.T.O. (2007). Using Evidence: how research can inform the public services. Bristol: Policy Press. Sharples, J., & Sheard, M. (2015). Developing an evidence-informed support service for schools – reflections on a UK model. Evidence & Policy: A Journal of Research, Debate and Practice. doi: 10.1332/174426415X14222958889404 Sigurðardóttir, A.K. (2010). Professional learning community in relation to school effectiveness. Scandinavian Journal of Educational Research, 54(5), 395–412. Skoglund, P. (2013). Inkludering och skolans osäkerheter – att stödja professionella att lära. [Inclusion and uncertainties in schools – to support professionals to learn.] Paideia, Tidsskrift for professionel paedagogisk praksis, 13 (05), 20–29. Spillane, J. P. (2012). Data in practice: Conceptualizing the data-based decision-making phenomena. American Journal of Education, 118(2), 113–141. Stoll, L., & Louis, K.S. (Eds). (2007). Professional learning communities: Divergence, depth and dilemmas. Maidenhead UK: Open University Press.
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