Access to Impact: A Research Study

Description

Utility-Impact Model for Educational Research

Despite widespread recognition that the teaching profession can benefit from greater engagement with research, a range of factors continue to prevent this from being adequately realised in a coherent and sustained manner. Among these are capacities and confidence in engaging with published research, tensions created by publishing requirements, the translation of research into shifts in practice and what educational research can and cannot do for teachers and pupils.

Critically, in instances where teachers do engage with research - often as communities of practice, there is no professional dialogue with the authors of the research they are utilising. In sort, it allows us to move beyond just open access and downloading published research into the realm of access to impact – for both teachers and researchers.

This project, undertaken in collaboration between the ITEEA, the University of Glasgow and academic partners Edge Hill University and Liverpool John Moores University, draws upon research led by the University of Glasgow in an attempt to address these shortcomings.

It seeks to develop a new teacher learning module and on-line platform for professional dialogue that links teachers with the authors of the research they are using in ways not currently done. It is hoped that by reciprocally closing the gap between research producers and research users, teachers will build their capacity for more sustained research informed practice and researchers will gain greater insight into how their research is being employed to inform on learning and teaching.

This will be enacted internationally and, over time, this has the capacity to collectively and more responsively shape research agendas in countries around the world.
StatusActive
Effective start/end date3/11/1631/12/20

Keywords

  • Access to Impact
  • Researchers
  • Teachers
  • communities of practice
  • Online
  • Virtual Learning