The Exploration Phase

Abstract

This chapter strives to highlight the RTP knowledge gained through employing the first stage of the methodological pathway desrcibed as the Exploration Phase. This approach evolves further in the following Explanation and Expansion phases to demonstrate case study methodology in action whilst enhancing the new knowledge on ways to reduce the research to practice gap in inclusive education.

During the exploration phase, the key RTP factors that were asserted as having an impact on the use of research to directly respond to significant student and school needs, are presented from both researcher and teacher perspectives. Firstly, the research to practice areas that were treated extensively in the literature review are summarised and offered in a comprehensive table format within this chapter as a source of RTP knowledge derived from the voices and perspectives of researchers. They are further synthesised and presented in a list of 16 Succinct Research to Practice factors with implications and capacities within inclusive contexts.

Secondly, teacher insights and perspectives that have been driven by their direct experience of implementing research in practice, prior to the introduction of the RTP literature based factors, are presented. Both the literature based researcher insights and initial practice based teacher insights and experiences are closely compared in this chapter. Interestingly most of the RTP factors that were asserted in the RTP literature were identified by the teacher participants prior to the introduction of the RTP literature. Personal will power and determination and the role of students and parents are introduced by the teacher participants as having a positive impact on the sustainment of research based projects in practice, yet they were not included in the RTP literature.

This chapter:

• Presents an overview of the factors that were identified through the investigation of the five bodies of education literature that are said to influence RTP and make educational settings more responsive to the needs of all students (Table 5.1).

• Presents a list of 16 succinct and detailed RTP factors that represent the factors that have been asserted repeatedly through the RTP literature. It distills the RTP factors and presents a more detailed account of what is described in the literature review.

• Compares researcher and teacher perspectives prior to the introduction of teacher participants to the RTP literature.

• Highlights the RTP factors identified by participants that was not presented in the literature.

• Reports on the RTP factors identified by the literature that were not articulated by participants.

• Examines and reports on the validity of the RTP literature claims through the six RTP cases.

• Uses extensive teacher participant descriptions to provide direct examples that of the recipricol relationship between RTP factors including issues of shared responsibility and accountability, resources, consistent and long term support, shared goals, leadership, technology, depth of knowledge, collaboration and sufficient preparation and its impact accountability.

Collective impact gives us the tools to do more by doing differently. It offers a proven path forward for advancing (Liz Weaver)