ABSTRACT
For science of learning research to impact practice, and therefore learning outcomes, a model of research translation is needed that can frame and support the efficacy, validity, and generalisation of research findings in the complex, dynamic school context. Translating research into educational practice is fraught with danger, particularly when moving from the highly controlled laboratory setting to the often unpredictable classroom context. The previous two chapters in this part both describe the successful implementation of findings from the science of learning into a classroom setting, adopting a coaching approach. Drawing on literature surrounding medical research translation, teacher change, effective teacher professional learning, and science of learning principles, this chapter describes a model of effective research translation focussing on a triadic researcher–broker–practitioner partnership developed by members of the Science of Learning Research Centre (SLRC). Central to the model, which is currently being implemented in a Partner Schools Program with clusters of schools in Queensland and Victoria, is the opportunity for collaboration and dialogue between researchers and educators to determine contextually relevant research translation needs. Through school-based and off-site professional learning and collaboration sessions, the aim has been to foster research-informed educators as well as education-informed researchers. Provided within the chapter is a synthesis of key relevant literature and models, culminating in the articulation of six principles of effective research translation followed by the presentation and discussion of the SLRC Triadic Partnership Model of Research Translation. This model provides a framework which can be used to further investigate the translation process in the context of education, and inform approaches to streamline the implementation of new research findings.
