Presentation is loading. Please wait.

Presentation is loading. Please wait.

Edward OConnor, Ph.D. Midwest Instructional Leadership Council Elizabeth Witter Freeman, Ph.D. Monona Grove School District Monona, WI Bradley C. Niebling,

Similar presentations

Presentation on theme: "Edward OConnor, Ph.D. Midwest Instructional Leadership Council Elizabeth Witter Freeman, Ph.D. Monona Grove School District Monona, WI Bradley C. Niebling,"— Presentation transcript:

1 Edward OConnor, Ph.D. Midwest Instructional Leadership Council Elizabeth Witter Freeman, Ph.D. Monona Grove School District Monona, WI Bradley C. Niebling, Ph.D. Midwest Instructional Leadership Council 3/3/10(c) Midwest Instructional Leadership Council1

2 Research-to-Practice Gap Scientist-Practitioner Model Problem-solving Model Applied Problem Identification Problem Analysis Intervention Design Call to the Field 3/3/102(c) Midwest Instructional Leadership Council

3 This paper has the following objectives: – To briefly summarize the professional discussion regarding "research-practice" problems – To discussion the limitations of the scientist- practitioner model to reduce the research-to- practice gap – To initiate discussions of a new, alternate role structure for school psychologists One that better addresses research-practice problems One that will call upon the development of a new school psychologist role 3/3/103(c) Midwest Instructional Leadership Council

4 General agreement of existence of gap Lack of agreement as to whether the gap is considered problematic PITs special issue (May, 2005) Gap as delay Reading Problem Solving RtI 3/3/104(c) Midwest Instructional Leadership Council

5 The proposed remedy to reduce this gap seemed to be to train professionals to be Scientist-Practitioners 3/3/105(c) Midwest Instructional Leadership Council

6 Boulder Conference on Graduate Education in Clinical Psychology (Raimy, 1950) 1954 – APAs Thayer Conference on School Psychology Barlow, Hayes and Nelson articulated a "Scientist-Practitioner" model to serve as a framework for the training of school psychologists. 3/3/106(c) Midwest Instructional Leadership Council

7 Model of training and education adhere to scientific methods, procedures, and research in their day-to-day practice. clinicians are to use scientific methodology in their practice-decision; to work with clients using scientifically valid methods, tools, and techniques; to inform their clients of scientifically-based findings and approaches to their problems; and to conduct practice-based research 3/3/107(c) Midwest Instructional Leadership Council

8 Scientist-practitioner remains elusive Production of research from former school psychology graduate students is lacking (Gelso, 2006) The Use of research- and evidence-based practices in schools falls short of ambitions set 60 years ago (Broekkamp& Van Hout-Wolters, 2007; Riley- Tillman et. al, 2005). Research-to-practice gap continues to be identified as a major problem in the field 3/3/10(c) Midwest Instructional Leadership Council8

9 There is a need to re-examine the scientist- practitioner model and ways to reduce the research-practice gap 3/3/109(c) Midwest Instructional Leadership Council

10 3/3/10(c) Midwest Instructional Leadership Council10

11 A framework to guide study and discussion of the research-to-practice gap Provides a framework to organize the discussion Promotes scientific thinking Addresses the need to prioritize and clarify critical elements of the problem Provides a foundation for systems level research 3/3/1011(c) Midwest Instructional Leadership Council

12 3/3/1012(c) Midwest Instructional Leadership Council

13 Problem: Gap between research and practice. – Defined as: the delay or latency between the emergence of compelling and substantial research evidence regarding effective instructional practices and the widespread use and application of those practices by educators. – Evidence examples: RtI – 27 years – Deno &Merkin, 1977 – IDEA 2004 Effective Reading Instruction (DI) – 24 years – 1977 Project Follow Through evaluated – Reading First (NCLB 2001) 3/3/1013(c) Midwest Instructional Leadership Council

14 3/3/10(c) Midwest Instructional Leadership Council14

15 Need to generate possible root-causes or keystone circumstances that serve to create and sustain the problem. Our initial thinking… Top-down View Missing Perspectives Unrealistic Model Lacking Infrastructure 3/3/1015(c) Midwest Instructional Leadership Council

16 Expressed implicitly in the language used (research to practice) Mechanisms applied to generating and evaluating research Lack of true collegial opportunities offered to practitioners Solutions for practice to change and lessen the gap Professional training and conferences highlights academicians 3/3/1016(c) Midwest Instructional Leadership Council

17 Practitioner perspective often absent from discussion on research-to-practice gap Practitioners and action-research is under published Psychology in the Schools (2005) issue devoted to the research-to-practice gap finds that twenty- eight of thirty authors are affiliated with university or other research institutions Pre-service practitioners 3/3/1017(c) Midwest Instructional Leadership Council

18 Boulder placed the burden of this model on the practitioner Is it viable for practitioners to do it all, especially in this age of increased accountability, economic cutbacks, and underfunding? Present status indicates that it is too great of an expectation 3/3/1018(c) Midwest Instructional Leadership Council

19 Two distinctly different settings Lacking opportunities for collaboration Participant recruitment Practical training of graduate students 3/3/1019(c) Midwest Instructional Leadership Council

20 Quantifying baseline explicitly elusive Lack of available research- and/or evidence- based interventions matched to identified needs Given persistence of problem, existing efforts and ideas to solve the problem, and case examples, we need to move forward 3/3/10(c) Midwest Instructional Leadership Council20

21 1. Develop a framework 2. Recognition and pursuit of developing the role of "hyphen 3. Improved communication and collaboration 4. Changes in research 5. Changes in practice 3/3/10(c) Midwest Instructional Leadership Council21

22 Scientists, Practitioners, and Hyphens Hyphen roles Support change Listen and learn Translate Train and Coach Advocate Evaluate Communication and collaboration 3/3/10(c) Midwest Instructional Leadership Council22

23 3/3/10(c) Midwest Instructional Leadership Council23 Communication and Collaboration Practitioner Support Change Train and Coach Translate Evaluate Listen and Learn Advocate Communication and Collaboration Scientist

24 Current Approximations We Have Observed 3/3/10(c) Midwest Instructional Leadership Council24

25 Monona Grove/University of Wisconsin- Madison School Psychology Students Assist with Benchmark Assessments Participate in District Trainings Assist in Delivery of Trainings Gain Access to Schools for Conducting Research Faculty University and District Faculty Collaboration High quality learning experiences Coordination of objectives Teaching Objectives Research Objectives Continuous Improvement Activities 3/3/1025(c) Midwest Instructional Leadership Council

26 Southern Wisconsin Problem Solving Consortium Space and structure for joint learning Efficient delivery option for best-practices Opportunity to share resources Structure for political action Opportunity for expanding University – District Partnerships 3/3/1026(c) Midwest Instructional Leadership Council

27 Coordination of Professional Development Conference Direct District Support Information dissemination Research Funding Research Production Support for University – District Collaboration 3/3/1027(c) Midwest Instructional Leadership Council

28 Do we need hyphens? If yes, then are the correct components in place in the proposed framework? What needs to be added? Removed? Changed? are the components correctly operationalized? 3/3/10(c) Midwest Instructional Leadership Council28

29 To succeed, the work conditions around the effort must included: Leadership for change A framework for implementation Infrastructure in place to promote communication Credibility in both settings to facilitate the communication Time and resources available to organize and maintain the conversation Change in cultural beliefs and new traditions among individuals working in practice and those in research that include positive perceptions of each other In short, we believe the gap between research and practice will diminish when there are professionals with the skills to build the bridge….a Research- Practice Broker 3/3/10(c) Midwest Instructional Leadership Council29

30 Help build the new model Infrastructure Communication Norms Structures, routines 3/3/10(c) Midwest Instructional Leadership Council30

31 Presenter InformationWeb Information Ed OConnor Elizabeth Freeman Brad Niebling Twitter name: bniebling Skype name: bniebling Blog: com/ com/ Midwest Instructional Leadership Council rg/ rg/ Discussion Boards (coming soon) Wiki Potentially coming soon Send us your links and contact information and well post them 3/3/10(c) Midwest Instructional Leadership Council31

32 IDEA 2004 – RtI and ESEA/NCLB in Reading First Deno, S. L. and Merkin, P. K. (1977) Database program modification: A manual. Reston, VA: Council for Exceptional Children Preventing Reading Difficulties in Young Children (National Research Council 1998) and/or National Reading Panel (2000) 3/3/10(c) Midwest Instructional Leadership Council32

Download ppt "Edward OConnor, Ph.D. Midwest Instructional Leadership Council Elizabeth Witter Freeman, Ph.D. Monona Grove School District Monona, WI Bradley C. Niebling,"

Similar presentations

Ads by Google