Knowledge Translation in Education: A Brief Overview

Knowledge Translation in EducationKnowledge Translation involves taking the best available research and applying it in the real world, in education

as well as other fields, like health, agriculture, and business. Estimates say that it can take upwards of 17 years [1] for research evidence to find its way into the real world and to be applied to improve our health; it likely takes at least that long to influence practice and policy in education. This is simply too long. KT and implementation science work to shorten this research to practice gap and ensure that we use what we know from the best available research to improve our schools and school systems, and increase success in school for all. KT strategies and processes work to ensure that we get the right information to the right people in the right format at the right time, so as to influence decision-making.

Sometimes referred to as Knowledge Translation and Exchange or Knowledge Mobilization, KT involves collaborative problem-solving between researchers and decision-makers that happens through linkage and exchange [social interaction and dialogue]. Effective knowledge exchange involves interaction between decision makers and researchers and other stakeholders – such as teachers, school administrators, school boards and educational policy makers, students, and families, and results in mutual learning through the process of planning, producing, disseminating, and applying existing or new research in decision-making.

KT strategies need to work hand in hand with implementation processes in order to be successful. Implementation Research is the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine [educational] practice, and hence to improve the effectiveness, reliability, appropriateness, equity, and efficiency of education. It includes the study of influences on professionals and organizational behavior.

KT research exists in a phased continuum (see figure). For instance, once we know that Program X works in a controlled study (T1), KT phase ‘T2’ expands the research work to larger student populations seen in Phase 3 studies. How will Program X work with students from different populations at different schools? Once positive results are obtained from T2 research, then T3 can be launched into action. The practice-oriented stage of translational science, ‘T3’ relies on dissemination and implementation research to find out the answers to such questions as: Is Program X now actually being used in schools-at-large, and if not, why not? Or, have teachers trained in Program X actually changed their practice? The identification of new questions, barriers, and gaps related to education and to Program X are the focus at this stage.[2]

© Melanie Barwick 2011

[1] Balas EA, Boren SA. Managing Clinical Knowledge for Health Care Improvement. Yearbook of Medical Informatics 2000:65-70. [2] Barwick M (2011). Knowledge Translation in Education: NIH Blue Highways Adaptation. Adapted from Westfall, J, Mold, J, Fagnan, L. Practice-Based Research – “Blue Highways” on the NIH Roadmap. JAMA 2007; 297 (4): 403-406.

What Does KT Look Like in Education?

© Melanie Barwick 2011

The Knowledge Mobilization and Implementation Science Lab (KM Lab) is an active group of researchers and educators interested in learning together about effective research use in school districts. The KM Lab is driven by the belief that by bridging science and practice in education, educator practice will be enriched, research agendas will be more relevant, and students will ultimately benefit from the process. The KM Lab draws on the expertise of scientists and KM consultants from several partner Canadian organizations, and the practical knowledge of HWDSB superintendents, principals, teachers, and service department leaders. Together, this team wrestles with the many questions that arise in bridging science with practice in education, and attempts to systematically study different ways of exchanging knowledge. Set within a school board, the KM Lab is uniquely positioned to test out ideas about sharing research with teachers and administrators, and to contribute to the growing field of knowledge mobilization in education. One thing we have discovered is that this is messy work, and that it is best approached collaboratively, drawing on many voices and perspectives! This site has been created with a view to sharing our journey, and inviting wider participation in our KM dialogue. [www.hwdsb.on.ca/e-best/kmlab/]

TeachADHD works to provide teachers and other education professionals with resources and materials that bridge the substantial gap between current research on understanding of ADHD and classroom practice. These resources and materials are relevant for teaching and supporting students who are inattentive, off-task, fidgety, restless, disorganized, and have problems remembering and following instructions regardless of whether they have received a diagnosis of 'ADHD'. The TeachADHD project began at The Hospital for Sick Children and has evolved through the hospital's Community Health Systems Resource Group's "Teach for Success" initiative. The project's mission is to make available to teachers relevant educational material stemming from current ADHD research in order to improve the learning outcomes of all students. All materials developed for this project have been evaluated by teachers for its educational relevance. Materials include a DVD, Teacher's Resource Manual, and the TeachADHD website. [www.teachadhd.ca]

Working Together to Bring Research to Schools

Helping Teachers Use Research in the Classroom