+Bridging the knowing-doing gap

Bridging the GapCanons Park 12 November, 2016@DrGaryJonesJones.gary@gmail.comhttp://evidencebasededucationalleadership.blogspot.com

© Gary Jones

+By the end of this session I hope to have Outlined a model of evidence-based practice which

uses multiple sources of evidence Introduced the concept of ‘narrative synthesis’ to help

frame how we can aggregate different sources of evidence

Shared three tools (though only work-in-progress) to help aggregate different sources of evidence

Used an analytical tool developed in in Improvement Science to help analyse your context when making a decision about scale of implementation

+

+Evidence-based practice and four sources of evidence

+Activity 1

Red

Little or No Evidence Available

Amber

Some EvidenceAvailable

Green

ComprehensiveEvidenceAvailable

Dark Green

Secure evidence of what work for who …

Research

School Data

Stakeholder

Practitioner Expertise

RedLittle or No Evidence Available

AmberSome EvidenceAvailable

GreenComprehensiveEvidenceAvailable

Dark GreenSecure evidence of what work for who …

ResearchBackground information – expert opinion

Randomised control trialsCohort data and Case-studies

Critically appraised topics – critically appraised articles

Systematic reviews, best evidence syntheses

School DataLittle or no school data available or merely anecdotal

Some evidence available – mainly from individual departments

Relevant school-wide data available for between 1 and 2 years.

Comprehensive and relevant data available for a minimum of three to five years

StakeholderNone Some

stakeholders obtained

Views obtained from all relevant stakeholders – or representative group of stakeholders

A range of diverse often contradictory views expressed

Practitioner Expertise

NoneSome experience of something similar

Experience of ‘intervention’ in the same context

Extensive successful experience in a range of contexts

+The pyramid of evidence

+Systematic Review “. a review of the evidence on a clearly formulated

question that uses systematic and explicit methods to identify, select and critically appraise relevant primary research, and to extract and analyse data from the studies that are included in the review.”

Undertaking Systematic Reviews of Research on Effectiveness. CRD’s Guidance for those Carrying Out or Commissioning Reviews. CRD Report Number 4 (2nd Edition). NHS Centre for Reviews and Dissemination, University of York. March 2001.

+Narrative synthesis

An approach to systematic review and synthesis of findings from multiple studies that relies primarily on words and text to summarise and explain the findings of the synthesis

+The main elements in a narrative synthesis Developing a theoretical models of how the

interventions work, why and for who. Develop a preliminary synthesis Exploring the relationships in the data Assessing the robustness of the synthesised product

+Three tools to help with evidence synthesis Data Tabulation Table of components Weighting of evidence

Source Reference Intervention/Action

Participants

Setting/context

Outcomes

Results Methods/quality

Other Notes

Research Jones (2016) 

Content  Duration Delivered  

  Secondary GCSEs  Nos Withdrawals  

Practitioner Experience

      

           

Stakeholder Views

      

           

School data

        

           

Preliminary Synthesis & Data Tabulation

Exploring relationshipsTable of components

 CPD Handouts Slides One to one

supportGroup support

Information Technology

External support

External funding

Research               

Practitioner Experience

      

           

Stakeholder Views

      

           

School data

        

           

+ The Weight of Evidence

Trustworthiness Transparency - Clarity of purpose Accessibility Accuracy

Purposivity Fit for purpose method

Relevance Provides relevant answers Ethical concerns

+Weight of evidence

Source Trustworthiness Appropriateness

Relevance Overall weight

RE Medium High Low LowSVSDPE

+Activity 2

+Task

In pairs describe an evidence-based decision you have recently taken

How did you aggregate the evidence on which you made the decision?

Would one of the three ‘aggregation’ tools have helped with the decision-making process - if so, which one and why?

+Learning to Improve – Three things to consider Critical assessment of available know how Organisational capacity and human capabilities The politics of change – good will and the engagement

of people

Framework for analysis of context

Participants’ will

Sizing up a contextNo Commitment

Some Commitment

Strong Commitment

Extant know-how

limited

Limited capacity

Very small-scale test

Very small-scale test

Very small-scale test

Good capacity

Very small-scale test

Very small-scale test

Small-scale test

Substantial know-how exists

Limited capacity

Very small-scale test

Small-scale test

Large-scale test

Good capacity

Small-scale test

Large-scale test

Implement

BRYK, A. S., GOMEZ, L. M., GRUNOW, A. & LEMAHIEU, P. G. 2015. Learning to improve: How America's schools can get better at getting better. p120

+Question Let’s consider an intervention you are currently looking

into introducing into your school. How would you describe the following:

external available know how to support the intervention; school capacity and human capabilities; goodwill and the engagement of participants;towards the intervention/innovations.

What level of intervention are you considering Volunteers sat 2 or 3 Departmental – Year group/Key stage Whole school.

Framework for analysis of context

Participants’ will

Sizing up a contextNo Commitment

Some Commitment

Strong Commitment

Extant know-how

limited

Limited capacity

Very small-scale test

Very small-scale test

Very small-scale test

Good capacity

Very small-scale test

Very small-scale test

Small-scale test

Substantial know-how exists

Limited capacity

Very small-scale test

Small-scale test

Large-scale test

Good capacity

Small-scale test

Large-scale test

Implement

BRYK, A. S., GOMEZ, L. M., GRUNOW, A. & LEMAHIEU, P. G. 2015. Learning to improve: How America's schools can get better at getting better. p120

+So at the end of this session I hope I have Introduced a model of evidence-based practice which

uses multiple sources of evidence Shown how the concept of ‘narrative synthesis’ to help

frame how we can aggregate different sources of evidence

Shared three tools (though only work-in-progress) to help aggregate different sources of evidence

Used an analytical tool developed in in Improvement Science to help you analyse your context when making a decision about scale of implementation

+

@DrGaryJonesjones.gary@gmail.comhttp://evidencebasededucationalleadership.blogspot.com