Knowledge Translation: Supports, Challenges, and Opportunities for Change in Early Intervention

Autor/inn/en	Rabinowicz, Susan; Ray, Sharon
Titel	Knowledge Translation: Supports, Challenges, and Opportunities for Change in Early Intervention
Quelle	In: Infants and Young Children, 31 (2018) 2, S.144-156 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000112
Schlagwörter	Information Dissemination; Knowledge Management; Theory Practice Relationship; Early Intervention; Information Utilization; Educational Change; Professional Development; Innovation; Theories; Educational Research; Models + Suchen Sie Ihr Suchwort? Informationsverbreitung; Wissensmanagement; Theorie-Praxis-Beziehung; Informationsnutzung; Bildungsreform; Theory; Theorie; Bildungsforschung; Pädagogische Forschung; Analogiemodell
Abstract	Knowledge translation (KT) provides a lens to examine the process of moving research-informed knowledge into early intervention practice (P. Sudsawad, 2007). The process of KT entails cognitive, affective, and behavioral stages that are mediated by factors intrinsic and extrinsic to the practitioner. Facilitators and barriers to this process may exist at the level of the practitioner, practice environment, or research evidence (P. J. Manns, A. V. Norton, & J. Darrah, 2015). The conceptual framework described in this article utilized the Diffusions of Innovations Theory and the Ottawa Model of Research Use concurrently to examine factors that influence the process of KT for the early intervention (EI) workforce (J. Logan & I. D. Graham, 1998; E. M. Rogers, 1983, 2003b). The information gathered from the utilization of KT frameworks can generate recommendations for change and tailor KT initiatives to meet the professional development needs of EI providers (B. J. Cunningham, P. Rosenbaum, & M. Hidecker, 2016; A. Hudon, M. Gervais, & M. S. Hunt., 2015; D. Levac, S. M. N. Clegg, C. Camden, L. M. Rivard, & C. Missiuna, 2015). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01