Identifying factors that bridge the research-to-practice gap in inclusive education: An analysis of six case studies

Christine Grima-Farrell

    Research output: ThesisDoctoral Thesis

    69 Downloads (Pure)

    Abstract

    The path of each case is described including projects that terminated after one year, those that were sustained, those that scaled within a school and those that were scaled beyond a single school setting.The goals of this study were three fold. The first was to explore and then apply the existing literature on RTP as a framework to investigate the six RTP cases conducted over a multi-year period (including some that are ongoing) in a range of education settings. The second goal was to identify and explain factors that contributed to the status of research-based projects in practical application. This included the explanation of factors that contributed to both the success and difficulty in sustaining and scaling research-based innovations. The third goal of this research was to expand current RTP knowledge by building upon previously identified factors and identifying relationships among them.Responses collected from participants throughout the three phases of this study confirmed factors identified in the literature. The study also established the way in which those factors interact in relationships that influence RTP. Those relationships are described within and across cases. The study found the same factors and relationships could work as enablers or inhibitors in RTP initiatives depending on the context and circumstances of the case and the type of relationship formed.The knowledge gained from this study was used to advance the understanding of RTP through the development of a RTP Implementation Model that reflected both the extant literature and the practical experiences of the six participants. The components presented in the RTP Model are proposed as a planning tool to enhance inclusion through the use of research-based projects that address the educational needs of all students.
    Original languageEnglish
    QualificationDoctor of Philosophy
    Awarding Institution
    • Charles Sturt University
    Supervisors/Advisors
    • Bain, Alan, Principal Supervisor
    • McDonagh, Sarah, Co-Supervisor
    Award date01 Apr 2012
    Place of PublicationAustralia
    Publisher
    Publication statusPublished - 2013

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    education
    scaling
    school
    inclusion
    innovation
    planning
    literature
    experience
    student

    Cite this

    Grima-Farrell, Christine. / Identifying factors that bridge the research-to-practice gap in inclusive education: An analysis of six case studies. Australia : Charles Sturt University, 2013. 448 p.
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    year = "2013",
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    Grima-Farrell, C 2013, 'Identifying factors that bridge the research-to-practice gap in inclusive education: An analysis of six case studies', Doctor of Philosophy, Charles Sturt University, Australia.

    Identifying factors that bridge the research-to-practice gap in inclusive education: An analysis of six case studies. / Grima-Farrell, Christine.

    Australia : Charles Sturt University, 2013. 448 p.

    Research output: ThesisDoctoral Thesis

    TY - THES

    T1 - Identifying factors that bridge the research-to-practice gap in inclusive education: An analysis of six case studies

    AU - Grima-Farrell, Christine

    PY - 2013

    Y1 - 2013

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    AB - The path of each case is described including projects that terminated after one year, those that were sustained, those that scaled within a school and those that were scaled beyond a single school setting.The goals of this study were three fold. The first was to explore and then apply the existing literature on RTP as a framework to investigate the six RTP cases conducted over a multi-year period (including some that are ongoing) in a range of education settings. The second goal was to identify and explain factors that contributed to the status of research-based projects in practical application. This included the explanation of factors that contributed to both the success and difficulty in sustaining and scaling research-based innovations. The third goal of this research was to expand current RTP knowledge by building upon previously identified factors and identifying relationships among them.Responses collected from participants throughout the three phases of this study confirmed factors identified in the literature. The study also established the way in which those factors interact in relationships that influence RTP. Those relationships are described within and across cases. The study found the same factors and relationships could work as enablers or inhibitors in RTP initiatives depending on the context and circumstances of the case and the type of relationship formed.The knowledge gained from this study was used to advance the understanding of RTP through the development of a RTP Implementation Model that reflected both the extant literature and the practical experiences of the six participants. The components presented in the RTP Model are proposed as a planning tool to enhance inclusion through the use of research-based projects that address the educational needs of all students.

    M3 - Doctoral Thesis

    PB - Charles Sturt University

    CY - Australia

    ER -