Lost in Knowledge Translation: Moving Towards a Clearer Picture? Mapping the conceptualisation of knowledge translation, transfer and exchange across public health in the North East

Over recent decades the concept of evidence-based practice in health care has become part of the language of practitioners, policymakers and researchers. However, a gap between the production of research evidence and use of this evidence in practice has been identified, leading to repeated calls for solutions which will render the process more effective and efficient. It is increasingly acknowledged that getting evidence into, or out of, policy and practice arenas is not a straightforward or a linear process and to view it as such may be both misleading and overly simplistic. The term knowledge translation (KT) is used to describe the work required to close or bridge this gap and is becoming common vocabulary. However, as a concept KT (and related terms) are not yet clearly defined, nor are there agreed meanings in many areas including public health. While there is a growing body of literature exploring these concepts, using this evidence to inform public health practice, strategy, research and education is often difficult given the diverse range of sources, the worldviews upon which they are based and the need for local ‘contextual fit’. This study was commissioned by Fuse to explore how various stakeholder groups (e.g. practitioners, commissioners, academics, researchers, local authority/government) make sense of and experience the concepts and processes of knowledge translation, transfer and exchange. The study aims were to: Undertake a rapid review of recent literature syntheses pertaining to knowledge translation, exchange and transfer in public health, Explore and articulate (map) stakeholder conceptualisations and interpretations of knowledge translation, exchange and transfer in public health

Listening to Students About Learning

Shares findings from the Strengthening Pre-Collegiate Education in Community Colleges project about how teachers can help students become more engaged and likely to succeed by better observing student learning and introducing innovative instruction

Co-Constructing Writing Knowledge: Students’ Collaborative Talk Across Contexts

Although compositionists recognize that student talk plays an important role in learning to write, there is limited understanding of how students use conversational moves to collaboratively build knowledge about writing across contexts. This article reports on a study of focus group conversations involving first-year students in a cohort program. Our analysis identified two patterns of group conversation among students: “co-telling” and “co-constructing,” with the latter leading to more complex writing knowledge. We also used Beaufort’s domains of writing knowledge to examine how co-constructing conversations supported students in abstracting knowledge beyond a single classroom context and in negotiating local constraints. Our findings suggest that co-constructing is a valuable process that invites students to do the necessary work of remaking their knowledge for local use. Ultimately, our analysis of the role of student conversation in the construction of writing knowledge contributes to our understanding of the myriad activities that surround transfer of learning

Potentials of social media for tacit knowledge sharing amongst physicians : preliminary findings

Tacit knowledge sharing amongst physicians, such as the sharing of clinical experiences, skills, or know-how, or know-whom, is known to have a significant impact on the quality of medical diagnosis and decisions. This paper posits that social media can provide new opportunities for tacit knowledge sharing amongst physicians, and demonstrates this by presenting findings from a review of relevant literature and a survey conducted with physicians. Semi-structured interviews were conducted with ten physicians from around the world who were active users of social media. Initial thematic analysis revealed eight themes as potential contributions of social web tools to facilitate tacit knowledge flow amongst physicians. The emergent themes are defined, linked to the literature, and supported by instances of interview transcripts. Findings presented here are preliminary, and final results will be reported after accomplishing all phases of data collection and analysis

In-Game, In-Room, In-World: Reconnecting Video Game Play to the Rest of Kids' Lives

Part of the Volume on the Ecology of Games: Connecting Youth, Games, and Learning The focus of this chapter is on how young people learn to play video games. We have approached this question ethnographically, studying young people playing in their own homes among friends and family. The primary data analyzed for the chapter are videorecordings of play from two perspectives -- in-game and in-room -- which we synchronized into a single side-by-side video record. By looking at in-room actions along with in-game actions, the chapter expands on a separate worlds view that holds video games as a world apart from the rest of kids' lives. Our case material shows instead how game play is quite tangled up with young people's lives, including relations with siblings and parents, patterns of learning at home and school, as well their own imagined futures. Our analysis also documents a remarkable diversity of what we call learning arrangements that young people create among themselves while playing together

IDENTITY ADAPTATION AND THE POTENTIAL FOR PSYCHOLOGICAL GROWTH FOLLOWING ADVERSITY FOR INJURED ATHLETES

The study was undertaken to gain a deeper understanding of the transition process out of competitive athletics experienced by competitive athletes after a career-limiting injury by examining three research questions: 1) What is the identity adaptation process of injured athletes? 2) To what extent, if any, do injured athletes experience growth following adversity? 3) What, if any, psychological skills are used in the injury/career transition processes? Nine former elite ath- letes were recruited through key informant sampling. There were three males and six females, with a mean age of 24.6 years. All participants sustained, at minimum, a season-ending injury and no longer participate in high performance athletics. Participants completed a demographic questionnaire, the Athletic Identity Measurement Scale-Plus questionnaire (AIMS-Plus), the Post Traumatic Growth Inventory-42 survey (PTGI-42), and an adapted Change Event Inventory (CEI). Additionally, semi-structured interviews were conducted. Transcripts were analyzed us- ing an Interpretative Phenomenological Analysis and themes and subthemes were identified. Analysis revealed the process of identity adaptation is influenced by pre-injury identity, auton- omy of retirement decision, transition style, current employment and time since the injury. Ac- cess to psychological skills training and competence in psychological skill usage heavily influ- enced the application of psychological skills during the rehabilitation and transition process and the outcome of using these skills. No significant evidence of growth was found using the PTGI- 42; however interview data revealed themes centred on experiencing new opportunities, the ability to transfer sport and psychological skills, changes in social supports/networks, a change in the role of sport, a realization of strength and a desire to assist others. Results indicate injured athletes are able to experience growth following adversity and speak to the dynamic process of identity adaptation. Additionally, the data emphasized the requirement for actively participating in adaptation and in the growth process to increase the opportunities for a desirable outcome for injured athletes. Future studies regarding growth and further understanding the transition process are suggested

Variation in teachers' and students' understanding of teaching and learning in Fine Art and the broader community

This paper focuses on discerning the critical differences, or variation, in the way teachers and students experience and understand the subject of Fine Art and its relation to its broader community. In previous research (Reid, 1999; Davies & Reid, 2001), relations have been found within the music and design disciplines where teachers and students experience of one of three defined dimensions was strongly related to the ways in which they understood teaching and learning their subject. The musicians and designers (and their students) described their experience of the professional world in three hierarchically related ways. This constitution has become known as the subject 'Entity'. Taking a phenomenographical approach, the paper asks whether the experience of learning and teaching in Fine Art education, both for students and teachers, is consistent with conceptions shared, within the educational community, about the professional world of fine artists. In so doing this research project is intended to reveal the 'Fine Art Entity'. Discerning and describing the 'Fine Art Entity' is intended, not only to provide a basis for enhancement of learning, teaching and curriculum development in Fine Art practice, bit also to make a significant contribution to the subject discourse within the communit

Self-efficacy beliefs in pre-service chilean english teachers

Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)This research study investigated Chilean pre-service teachers of English. A mixed-method research design was employed to obtain relevant data in this study. The quantitative instrument selected was an adapted version of the questionnaire developed by Tschannen-Moran & Hoy called “Teachers’ Sense of Self-Efficacy Scale” (1998). This version of the questionnaire was applied to 39 participants who were the total number of students going through their last semester at the English Teaching Training Programme at Universidad Nacional Andrés Bello. The qualitative instrument employed was an interview developed by the researchers. After having conducted the questionnaire, 10 participants were randomly chosen to implement a one-on-one interview, in order to explore more in depth in the questionnaire results. Therefore, the results were divided into two sections: quantitative and qualitative. An analysis of the questionnaire was made in the quantitative results section likewise, for the interview in the qualitative results section. Finally, in the conclusion, a thorough analysis was provided so that self-efficacy beliefs of pre-service teachers were described. The findings in this research exhibited that in general the levels of self-efficacy of pre-service teachers are high.Este estudio investigó las nociones de autoeficacia de los profesores chilenos en formación. El método mixto fue empleado para obtener información relevante en este estudio. El instrumento cuantitativo seleccionado fue una versión adaptada de la cuestionario desarrollado por Tschannen-Moran & Hoy llamada “Teachers’ Sense of Self-efficacy Scale” (1998). Esta versión del cuestionario fue aplicada a 39 participantes quienes constituyen la totalidad de alumnos cursando el último semestre del Programa de Formación de Profesores de Inglés de la Universidad Nacional Andrés Bello. El instrumento cualitativo seleccionado fue una entrevista creada por los investigadores. Después de haber realizado la encuesta, 10 participantes fueron aleatoriamente seleccionados para llevar a cabo entrevistas personales con la finalidad de explorar más a fondo los resultados de la encuesta. Por consiguiente, los resultados están divididos en dos secciones: cuantitativos y cualitativos. Un análisis de la encuesta fue realizado en la sección de resultados cuantitativos y de igual manera, de la entrevista en la sección de resultados cualitativos. Finalmente, en la conclusión un exhaustivo análisis fue proporcionado de modo que las percepciones de autoeficacia de los profesores en formación fueron retratadas. Los hallazgos en esta investigación mostraron que en general los niveles de autoeficacia de los profesores en formación son altos