Participatory knowledge mobilisation: an emerging model for international translational research in education

Research alone does not inform practice, rather a process of knowledge translation is required to enable research findings to become meaningful for practitioners in their contextual settings. However, the translational process needs to be an iterative cycle so that the practice itself can be reflected upon and thereby inform the ongoing research agenda. This paper presents the initial findings of a study into an international, participatory model of knowledge mobilization in the context of translational research in the field of education. Using a mixed methods approach, the study draws upon data collected from the Education Futures Collaboration (EFC), an educational charity, which has developed an international knowledge mobilization strategy. Through the innovative use of technologies this initiative improves the link between research and practice by finding new and practical ways to improve the knowledge base for practitioners. The EFC has developed two work strands within the international knowledge mobilization strategy, which utilise two complementary digital platforms. The first is the online MESHGuides (Mapping Educational Specialist knowHow), a collaborative tool for connecting educators with visual summaries of educational research from which practice can be developed. The second is the online Education Communities of Practice network, which is used to support international partnerships for collaboration between researchers and practitioners. Findings indicate that utilising web 2.0 tools to develop translational research through MESHGuides is significantly groundbreaking in its vision and scope with respect to practitioners accessing and building the knowledge base of the teaching profession internationally and strengthening the link between researchers and practitioners, thereby increasing the impact of research in education

Solo Exhibition

The eight large-scale photographs included in this solo-exhibition traversed the boundaries between studio and location, the floral still life and the clinical interior. Jones used the analogue view camera to measure, transcribe and examine the split of the gaze. In her research into the convention of the diptych, and how the viewer engages with two images in one work, Jones referred to early photography and stereographic glass plates, asking if it is possible to extend the singular act of looking by splitting the subject across two plates. This was contextualised by her photographic studies of consulting rooms used for psychoanalysis and photographs of roses in public gardens. Concepts explored in the exhibition were expanded in conversation with New York-based fiction writer A. M. Homes, and developed as a six-page feature article on Jones’s work entitled ‘Still life’ in Frieze magazine (2008). The exhibition was reviewed in publications including Photography & Culture (2008), London Evening Standard (2008) and Pluk magazine (2008). Two of the Rose Garden diptychs from the exhibition were shown alongside Dutch still life paintings at The National Gallery, London in the group show ‘Seduced By Art’, which toured to CaixaForum Barcelona and Madrid (2012–13). Selected photographs were also shown in group exhibitions including ‘Still Life: Arrangement’, National Media Museum, UK; ‘Golden’, Peabody Essex Museum, USA (2011); ‘Peeping Tom’, Vegas Gallery, UK (2010); ‘Jerwood Encounters: Passing Thought and Making Plans’, Jerwood Space, UK (2009); and ‘Flower Power’, Villa Giuila-CRAA, Italy (2009). In 2012, Exit magazine’s ‘The night’ issue featured a six-page spread on Jones’ work

The use of open education resources in higher education programmes of academic practice

Digital technologies provide a wide range of tools which research shows can enhance and support teaching and learning. However, this knowledge is not uniformly available across disciplines. This paper reports on a project which aims to provide materials that are cross-disciplinary, applied in an online context and which are used to support the development of understanding of the power of collaboration and the re-purposing of open educational resources (OERs)

Negotiating time. The significance of timing in ending inpatient work

This paper discusses work with young people during their stay on an NHS psychiatric inpatient unit, especially focusing on the end of treatment and the appropriate timing of discharge into the community. When approaching the end of an admission, various factors are considered that seem particularly relevant to the decision of when a young person may be ready to leave and cope with the transition back to life outside the unit. Indications of medical stability, in patients where this has been an issue, is a factor of prime importance. Other important factors include family functioning; the availability of adequate ongoing local CAMHS support for the child and family; suitable school provision; and the identity of the child within a peer group. The reality of NHS resources and the demand for inpatient beds is another pressing consideration. The young person's own motivation emerges as crucial at this stage - towards the end of treatment - not only in terms of what is said, and therefore evident verbally, but also through signs of internal shifts in the child that indicate a capacity to re-engage with life outside in a lasting way. Decisions about when to stop are taken with all this in mind and when the decision does not seem straightforward, it can provoke considerable anxiety in the multi-disciplinary team. Clinical material from psychotherapy with a young adolescent boy with anorexia nervosa is used to illustrate some of the dilemmas

A report on the Department of Health ‘Walking Cities’ initiative in Birmingham, Cambridge, Leeds and Bradford, Norwich and Manchester

Overview This report on the five ‘Walking Cities’ was commissioned by Beelin Baxter, Senior Physical Activity Policy Officer at the Department of Health (DH). The aim was to synthesise the findings from the reports submitted to DH, highlight innovative practice and to enable learning for the future. This report was written by Sarah Hanson, Research Associate and Professor Andy Jones, both from the Norwich Medical School at the University of East Anglia. Executive summary and recommendations The Department of Health funded five ‘Walking Cities’ in 2013 – 2015 to develop walking initiatives. There was great variety in the projects and evidence of much activity. The aim was also to target the particularly inactive and those who were less well socially situated. Whilst there are useful transferable lessons to be learned from this project, the poor reporting did not allow the assessment of how well aims were achieved. Where baseline measurements were recorded it appeared that participants were already physically active. Where interventions were particularly successful, they built on ‘grass-roots’ community assets already in existence which took them to the heart of a community. The use of community based assets was particularly important in accessing those who are harder to reach and hence the learnings from this programme support assessing and utilising the assets in a community. There were attempts to work with health professionals with direct referrals into the walking interventions. This met with very limited success and continues to represent a major missed opportunity in reaching those who are the most inactive and in poorest health. Due to the poor project reporting the mandated and full use of the Standard Evaluation Framework for Physical Activity is recommended for the future. There was limited outcomes reporting and this limited our evaluation of how successful the programme was at increasing physical activity. We would make the following two recommendations. Firstly, that the Standard Evaluation Framework for Physical Activity is mandated for future work and that practitioners are trained in how to use it. Secondly, we would recommend that we need to understand the missed opportunity of direct referrals from health professionals; why this is the case and why health professionals do not refer to walking interventions, such as group walks

Barriers and solutions to innovation in teacher education

This article proposes how mobile technologies are being employed innovatively in teacher education across the European Union, contributing to an adjustment in teacher training models. It identifies various barriers and challenges to innovation and illustrates how teacher educators have addressed these in the first year of an Erasmus+ funded project

Current and potential distributions of three non-native invasive plants in the contiguous USA

Biological invasions pose a serious threat to biodiversity, but monitoring for invasive species is time consuming and costly. Understanding where species have the potential to invade enables land managers to focus monitoring efforts. In this paper, we compared two simple types of models to predict the potential distributions of three non-native invasive plants (Geranium robertianum, Hedera spp., and Ilex aquifolium) in the contiguous USA. We developed models based on the climatic requirements of the species as reported in the literature (literature-based) and simple climate envelope models based on the climate where the species already occur (observation-based). We then compared the results of these models with the current species distributions. Most models accurately predicted occurrences, but overall accuracy was often low because these species have not yet spread throughout their potential ranges. However, literature-based models for Geranium and observation-based models for Ilex illustrated potential problems with the methodology. Although neither model type produced accurate predictions in all cases, comparing the two methods with each other and with the current species distributions provided rough estimates of the potential habitat for each species. More importantly, this methodology raised specific questions for further research to increase our understanding of invasion patterns of these species. Although these types of models do not replace more rigorous modeling techniques, we suggest that this methodology can be an important early step in understanding the potential distributions of non-native species and can allow managers of natural areas to be aware of potential invaders and implement early detection

School Effectiveness Framework pilots: an evaluation (research document)

"This report looks at the pilot to introduce the School Effectiveness Framework in schools in Wales. The School Effectiveness Framework (SEF) is an ambitious Welsh Assembly Government (WAG) programme that aims to raise attainment, to close the gap in attainment and improve children and young people’s well-being (WAG, 2008a). It has been developed through three phases and this external evaluation focuses upon the second phase, in which school pilot programmes were established in each of the four regional consortia (Central South Wales, North Wales, South East Wales and swamwac)..." - introduction