Research to Practice Gap

Ashley, Jeanne, Krysta, and Tara

On Your Mark, Get Set, RESEARCH-BASED
PRACTICE!
Why is this important?
Researchers develop evidence based practices but fail to support
teachers, leaving them overwhelmed
Researchers and teachers are not always on the same page.
Teachers need to find ways to close the research to practice gap.
Workshop Objectives:
Identify frustrations of the research to practice gap
Understand that teachers and researchers can work together
Understand the process of Action Research
Identify solutions to address the research to practice gap
Teacher Frustrations!
Practice does not meet the needs of students with exceptional needs
Most research involves general education students as their population.
The District Keeps Changing The Practices!!
As one teacher commented, Theyll grab onto something, and then the
pendulum swings and they grab something else. (Boardman et. al., 2005
pg. 173)

(Boardman, Arguelles, Vaughn, Hughes & Klinger, 2005)

(Vanderlinde, R. & van Braak, 2010)
Teacher Frustrations
-Lack of materials

-Lack of professional development or too much to learn in a short amount of

time.

-District does not keep same practices for more than a year.

-Lack of research on Special Education

-Teachers were leary of research

**Small group share of experiences with barriers

(Boardman, et. al. 2005)

Review of pre-assessment
https://docs.google.com/forms/d/e/1FAIpQLSfc4Yn3m3r00GdrunzXBaBiVEb
F44c7qVq0rpv5k-DEk5gQtQ/viewform?usp=sf_link
Action Research-The 5 Steps
1. Create your question
2. Thinking through the logistics
3. Collect data
4. Analyze data
5. Share findings

(Lee, Sachs, & Wheeler, 2014)

Step 1: Create Your Question
Question or questions that you are highly interested in
Drive your research
Think about the following when choosing your question:
What will increase my knowledge as a teacher?
Can it be linked to student achievement?
Are there any sub-questions that could be important?
What do I know?
What do I need to know?

(Lee et. al., 2014)

Step 2: Think Through the Logistics
Now, determine how to execute the research process.
Create steps
Consider the following:
Schools policy on action research
Obtaining permission
Additional supports or resources
Ethics
Efficient time
Any obstacles and solutions to the obstacles
Sharing the data

(Lee et. al., 2014)

Step 3: Collect the Data
Systematic
Unbiased
Credible collection methods
Interviews
Journals
VIdeo or photos
Student work

Think about what will work best for you and your research
Who? What? How?
(Diana, 2011)
(Lee et. al., 2014)
Step 4: Analyze the Data
This looks different depending on your action research. This could
include:
o Scoring surveys
o Listening to and transcribing interviews
o Examining Scores
Find Themes, issues or issues within the Data!
While analyzing the data, go back to the driving question. This helps
teachers stay focused on the main reason for this research
Ask these questions while you research:
o What is this data trying to tell us?
(Diana, 2011)
o Why do you think the data turned out this way? (Lee et. al., 2014)
Step 5: Share Findings!
Sharing is Caring!
Think of the following questions as you find ways to share your findings:
o What should my next steps be? What action plan can I create in order to change my
classroom for the better?
o Who is my audience? Who would best benefit from my findings?
o Can my findings help improve my school?
o If I did not do so during my action research, what researcher/college professor could I
share my findings with?
o Could I get my research published?
o What organizations can I become a part of to help me use my research to think of
future action plans or research questions to expand what I have already done?
(Lee, Sachs & Wheeler, 2014)
Your Turn for Action Research!
Using the scenario you are given, complete steps 1 and 2 of the Action
Research process.

Scenario 1: Michael

Scenario 2: Hermione

Scenario 3: Lizzie

Scenario 4: Cory, Shawn and Topanga

Example of Action Research
Negotiated Intervention- this process takes into account the existing beliefs
and practices, and focuses on negotiating with teachers the ways in which
their practice might be developed to become more effective. (Cowie et.al.
2010, p72)

https://www.youtube.com/watch?v=AYVU2NgqnZs
Bridging the Research to Practice Gap

When teachers and researchers work in a collaborative partnership to explore

and discuss how to enhance teaching and learning, both teachers and
researchers gain new insights." (Cowie et.al. 2010, p. 71)
Solutions and Suggestions to break down barriers

Establish a democratic relationship between researcher and practitioner.

This way all participants become part of the decision making process in all
the phases of action research.

(Nolan 2007, p405)

Solutions and Suggestions to break down barriers
3 constructs to help guide collaboration

Rational Knowing- focuses on teachers and practitioners relating to

themselves, one another, and their students.
Cogenerative Dialogue- structured discourse used to identify and
implement positive changes
Relational Agency- working with others to expand on the sense-making of a
topic.

(Gade 2014)
Post Survey
https://goo.gl/forms/i3wFsS27elOofjPM2

Please Complete the Post-Survey sent to you through Reggienet

Thank you!
Our Website
http://research2practicegap.weebly.com/
References
Boardman, A. G., Argelles, M. E., Vaughn, S., Hughes, M. T., & Klingner, J. (2005). Special Education Teachers Views of Research-Based Practices. The Journal
of Special Education, 39, 168180. https://doi.org/10.1177/00224669050390030401

Cowie, B., Ortel-Cass K., Moreland, J., Jones, A., Cooper, B., Taylor, M., (2010). Teacher-researcher relationships and collaborations in research. Waikato Journal
of Education, 15, 69-80. https://doi.org/10.15663/wje.v20i3.239

Diana, T. J. (2011). Becoming a teacher leader through action research. Kappa Delta Pi Record, 47, 170-173.

Gade, S., (2015). Unpacking teacher-researcher collaboration with three theoretical frameworks: a case of expansive learning activity? Cultural Studies of
Science Education, 10, 603-619.https://doi.org/10.1007/s11422-014-9619-7

Lee, J. S., Sachs, D., & Wheeler, L. (2014). The crossroads of teacher leadership and action research. The Clearing House, 87, 218-233.
https://doi.org/10.1080/00098655.2014.924896

Nolan, A., Putten, J., (2007). Action research in education: addressing gaps in ethical principles and practices. Educational Researcher 36, 401-407.
https://doi.org/10.3102/0013189x07309629

Vanderlinde, R., & van Braak, J. (2010). The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers.
British Educational Research Journal, 36, 299316. https://doi.org/10.1080/01411920902919257