True knowledge exists in knowing that you know nothing; the wisdom of Knowledge Mobilsation in schools.
This presentation is an overview of the existing theory about Knowledge Mobilization (KM) and an understanding of the types of empirical studies previously undertaken in this area. Despite there being little research undertaken to provide a comprehensive research base on evidence use, Brown (2017) suggests we are currently left with the belief that is a beneficial to make better connections between evidence and practice, based on moral and efficiency grounds. What constitutes research evidence still divides researchers and educators and research evidence is just one aspect of the evidence informed “jigsaw” (Nelson and Campbell, 2017) Regardless of the definition of KM used, Cooper and Levin (2010) situate the underlying principle for education firmly within the school improvement movement suggesting KM is an attempt “to harness the benefits of research for organisational change and system improvement” (p.351) This paper will consider the three contexts of Use, Mediation and Production using Campbell and Levin’s model for KM and then consider what the literature is saying about each area from an individual, organizational and system level in turn before considering the wider social process factors associated with KM. Finally it will offer some practical tips on developing KM strategies across schools.
Having been an Infant teacher for more than 20 years Jane has worked in a variety of schools in various roles; from supply teacher to Deputy Head, in one form entry Infants to large inner city Primaries. Achieving a MA(Ed) in 1998, completing a Best Practice Research Scholarship 2001-2002 and a Recognition in Excellence in IBSE Certificate in 2014, throughout her career Jane has engaged in school based research, designed to raise pupil outcomes and involving the dissemination of this learning to colleagues. Jane has started work on a part time PHD at the University of Portsmouth exploring the competing priorities of teacher researchers in schools.
Leading a research informed approach to improving outcomes for summer born children: A study across a Federation of three small Infant Schools in England.
The Oaks C E Learning Federation is a family of three small Church Infant schools. Adopting the principles of a Research Learning Communities (RLC), and in keeping with the factors identified by Brown and Zhang (2016) of teachers using research informed enquiry to trial and evaluate the impact of new classroom approaches, a two year project began in 2015. In the first year this culminated in an increase in summer born children achieving end of year expectations in writing; rising to 86% across the Federation, compared with 60% in 2014. In 2016-17, the Federation is replacing traditional CPD with practitioner research involving all staff through four INSET days, led by Dr Brown (UCL). Collaborating with Dr Brown the next step is to develop a RLC app to promote and support schools and teachers to engage in meaningful research activity and manage workload more efficiently The aim is to aid teachers in self -improvement as well as promote collective learning, sharing research-informed approaches with the wider community. As teachers become more self -reflective and evidence informed this process needs to be rigorous, meaningful and manageable to have full impact on student outcomes; we contend the RLC app can support this.