Bridging the Research-to-Practice Gap: A Review of the Literature Focusing on Inclusive Education

Abstract

Despite advances in our knowledge of evidence-based inclusive educational practice, much of this knowledge does not reach routine classroom practice. There remains a significant gap between our accumulated knowledge about what can work in classrooms and the extent to which evidence-based practice is used in sustainable ways. This inability to bridge the research-to-practice gap has an adverse effect on the progress of inclusion in schools and the ability of individual teachers to respond to the needs of all students. This review examines those factors that both enable and interfere with the successful translation of research to practice in education settings.

A School System and University Approach to Reducing the Research to Practice Gap in Teacher Education: A Collaborative Special Education Immersion Project

“…This project was influenced by Grima-Farrell, Bain & McDonagh's (2011) examination of the factors that both enable and interfere with the successful translation of research to practice in education settings.…”

The effects of real-time visual performance feedback on teacher feedback.

“…Despite the identification of effective, evidencebased practices, there is a disconnect between the knowledge base and practice in schools (Biesta, 2007;Broekkamp & van Hout-Woulters, 2007;Korthagen, 2007). This is a common concern among researchers wherein the evidence base continues to grow through education research while the application of this knowledge in schools does not (Grima-Farrell, Bain, & McDonagh, 2011).…”

“…the research-to-practice gap, such as calling for better dissemination of research results to better effect changes in the classroom (e.g., Cook, Cook, & Landrum, 2013;Ducharme & Shecter, 2011;Grima-Farrell et al, 2011). They have suggested examining other fields that effectively use new developments in knowledge to transform practice, such as marketing theory (Cook et al, 2013), medicine, design, and consumer electronics engineering (Burkhardt & Schoenfeld, 2003).…”

“…Identifying evidence-based practices is of little use if these practices are not applied; thus, a major challenge for researchers has been the difficulty of translating empirically validated practices into the typical classroom (Grima-Farrell et al, 2011). …”

“…Disseminating research results in ways that effect change in the classroom is an important issue under study, particularly in the fields of special education and behavior disorders (e.g., Cook et al, 2013;Ducharme & Shecter, 2011;Grima-Farrell et al, 2011).…”