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241.
Carol Campbell Katina Pollock Patricia Briscoe Shasta Carr-Harris Stephanie Tuters 《Educational research; a review for teachers and all concerned with progress in education》2017,59(2):209-227
AbstractBackground: The importance of ‘evidence-informed practice’ has risen dramatically in education and in other public policy areas. This article focuses on the importance of knowledge mobilisation strategies, processes and outputs. It is concerned with how these can support the adaptation and implementation of evidence from research and professional knowledge to inform changes in educational practices. It presents a case study of the Knowledge Network for Applied Education Research (KNAER), a tripartite initiative in Canada involving the Ontario Ministry of Education, University of Toronto and Western University and 44 KNAER-funded projects.Purpose: The purpose of the article is to analyse the developing approach towards supporting knowledge mobilisation by the KNAER provincial partners through the governing body of the Planning and Implementation Committee and strategic and operational work of the university teams, and also the knowledge mobilisation strategies, challenges and successes of 44 KNAER projects.Design and methods: We utilised a qualitative case study approach to investigate the Knowledge Network for Applied Education Research’s (KNAER) approaches to developing knowledge mobilisation over four years (2010–2014).To explore the work of the KNAER provincial partners, we analysed 17 meeting notes from the Planning and Implementation Committee and 9 notes from the university KNAER partners’ meetings. To explore the knowledge mobilisation strategies, challenges and successes of KNAER-funded projects, we analysed the 44 knowledge mobilisation plans, 141 interim reports and 43 final reports submitted by projects. To further investigate the experiences of KNAER projects during their implementation, we analysed responses from 21 people from 19 KNAER projects who participated in a facilitated discussion about their experiences.Results: The Planning and Implementation Committee’s role involved three core responsibilities: (1) Approving knowledge mobilisation proposals submitted to the KNAER; (2) Ensuring that collaborative partnerships were developed at the local, provincial, national and international levels; and (3) Approving the KNAER operational and strategic plan. The university partners have taken on the roles of operational management, strategic leadership, and research and knowledge mobilisation expertise. KNAER projects varied in their knowledge mobilisation strategies, challenges and successes. ‘Exploiting Research’ projects focused on establishing connections and engaging communities of practice with people relevant to the project’s focus, creating an analysis of needs, designing or producing a relevant knowledge mobilisation product with the purpose of improving practice, monitoring the results or impact of the new product and sharing the dissemination process and results with others. ‘Building or Extending Networks’ projects engaged in creating or extending existing networks, developing a needs-based or gap assessment and producing appropriate products and dissemination processes based on the results gathered. ‘Strengthening Research Brokering’ projects organised steering committees to guide their work and gathered information via a literature review or by collecting information from stakeholders and then served as research brokers by collecting and mobilising relevant knowledge to inform practice. ‘Visiting World Experts’ projects developed knowledge mobilisation plans for host experts’ visits, involving establishing partnerships with networks, including universities and schools, and utilising social media and communication processes for knowledge mobilisation products.Conclusions: KNAER included aspects of linear, relationships and systems models for connecting evidence and practice. Looking forward, KNAER is seeking to further advance a systemic approach. A systems model is in preference to linear models – which focus on evidence production only without attention to mobilisation or uptake of research, and/or relationships models – which may develop networks, but do not attend to capacity and resource barriers that need to be addressed for systemic and sustainable knowledge mobilisation. 相似文献
242.
Integrating autobiographical narrative and case study, this teacher‐research article looks closely at how one white, female, heterosexual, middle‐class elementary school teacher in the US used short stories written by Dorothy Allison as an entry point to look at difference from a critical perspective. Challenging the too often conflated constructs of race and class, this study was conducted in a Masters course on literacy that foregrounded issues of social class. Contrary to what some may believe, the author argues that foregrounding class did not eclipse critical analyses of race, gender and sexuality, but moved one student towards more nuanced readings of oppression. 相似文献
243.
Stephanie M. Curenton 《Early education and development》2004,15(2):124-146
This study investigated the relationship between narrative skills and theory of mind for low-income children. Two groups of low-income preschoolers, one African American (n = 33) and one European American (n = 36), created a narrative and participated in a false belief task. The European Americans outperformed African Americans on the false belief task, but there were no differences in the narrative skills across the groups. After controlling for children's age, false belief performance had no effect on European Americans' narrative abilities. However, African Americans who passed the false belief task told stories that were more grammatically coherent and social cognitively sophisticated than those African American children who did not pass the task. 相似文献
244.
Stephanie Firebaugh Rose 《Christian Higher Education》2016,15(3):140-152
This article presents a case study of Bob Jones University (BJU), a fundamentalist Christian institution located in South Carolina that is known within the context of U.S. higher education for its conservatism on multiple levels. Our analysis traces the beliefs of the institution's founder and subsequent leaders, in addition to particular religious, cultural, and social influences, all of which shaped BJU's institutional policies, including the university's racial practices. We believe that BJU's policies can best be understood from the contexts of two primary influential forces: its Southern cultural heritage (specifically, the culture-of-honor that has existed within the Deep South of the United States) combined with its fundamentalist moorings. Although BJU's policies have historically differed markedly from other Christian institutions regarding racism, we believe that the present study may be helpful in illustrating important historical lessons that possess potential contemporary applications for higher education policy and prac-tices. 相似文献
245.
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247.
Stephanie Anne Shelton 《International journal of qualitative studies in education》2019,32(6):591-605
Research has demonstrated that teacher allies are integral to social justice work that strives to ensure safety and success for lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other gender and sexuality non-conforming (LGBTQIA+) students. However, prevailing discussions present allyhood in ways that ignore the complexities and contradictions that shape an ally’s efforts and experiences. Drawing on narrative-based interviews with ‘Bailey,’ and integrating conceptual frameworks that seek to make doubt and failure productive, this paper seeks to redefine ally activism in ways that challenge prevailing notions of ally work and that more fully consider sociocultural and political contexts. 相似文献
248.
This study explores children's early academic and self-regulatory skills as potential pathways through which a preschool enrichment program—the Chicago School Readiness Project (CSRP)—may contribute to low-income children's long-term outcomes (N = 466; Mage at baseline = 4.10 years). We find that CSRP's impact on high school grades may be partially explained by early gains in vocabulary and math skills. Although impacts on high school executive function (EF) were more equivocal, our results suggest that early improvements in math skills attributable to the intervention may, in turn, predict long-term gains in EF skills. These results complement the existing literature on preschool fade out, while also shedding light on the cross-domain relations between academic and self-regulatory skills. 相似文献
249.
Stephanie Fulton Donna S. Gibson Jan Orick Ann Marie Clark 《Medical reference services quarterly》2019,38(1):87-96
The primary goal of this project is to understand how each National Cancer Institute-designated cancer center library, and all libraries that support cancer research, function within their institutions. Through an in-depth survey focused on three major areas (staff, content and tools procurement, and user services), the research team hopes to determine how a cancer-centric library can be successful in supporting quality patient care, research excellence, and education. Additionally, the survey will examine the necessary minimum staffing levels for librarians and information professionals based on organizational size and degree of research focus. The survey will seek out the new skills librarians will need to deliver optimal services. The survey will also explore how content libraries purchase reflects and maps to constituents’ current medical and research activities. Libraries within a research intense environment have a responsibility to align with researchers and health care professionals to provide resources and services that support their workflows. Cancer libraries need to be attuned to their institutions’ missions, whether that includes excellent patient care, research endeavors, or cutting-edge educational programs. The information gathered from the survey will provide data for this research team to define the vision and standards of excellence for a cancer specialized research library. 相似文献
250.