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Bridging the Research-to-Practice Gap: Implementing the Research-to-Practice Model

Part of: AJSIE Special Education Perspectives

Published online by Cambridge University Press:  24 May 2018

Christine Grima-Farrell
Christine Grima-Farrell*
Affiliation:
UNSW Sydney, Australia
*
Correspondence: Christine Grima-Farrell, School of Education, UNSW Arts & Social Sciences, Room 133, John Goodsell Building, UNSW Sydney, NSW 2052, Australia. Email: c.grima-farrell@unsw.edu.au
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Abstract

In recent years, researchers have worked closely with parents, teachers, other school staff, and external stakeholders to increase knowledge on ways to effectively teach children and adolescents with disabilities in mainstream school settings. State, national, and global directives have encouraged the implementation of research-based practices and contributed to advocacy efforts for students with and without disabilities. In a longitudinal comparative case study, Grima-Farrell (2017) responded to these movements by striving to enhance teacher knowledge on how to effectively implement and sustain the use of validated teaching approaches to maximise the student engagement and success of all students. This paper specifically reports on the school-based efforts of 6 experienced teachers as they strive to implement research-based practices to respond to the diverse needs of their students. Results are presented using the research-to-practice model (Grima-Farrell, 2017) as a conceptual framework for guiding instructional decision-making through the implementation and sustained use of validated educational research approaches.

Keywords

research-to-practiceschool-based interventionsschool–university partnershipsprofessional developmentteacher education
Type
Special Education Perspectives
Information
Australasian Journal of Special and Inclusive Education , Volume 42 , Special Issue 1: Preparing Special and Inclusive Educators for Their New Roles in the 21st Century , July 2018 , pp. 82 - 91
Copyright
Copyright © The Author(s) 2018 

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Footnotes

*This manuscript was accepted under the Editorship of David Paterson.

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