Research for All最新文献_第8页

From anonymous subject to engaged stakeholder: Enriching participant experience in autistic-language-use research 从匿名受试者到参与的利益相关者:丰富自闭症语言使用研究的参与者经验

Research for All Pub Date : 2020-05-05 DOI: 10.31219/osf.io/wa2dr

G. Williams

{"title":"From anonymous subject to engaged stakeholder: Enriching participant experience in autistic-language-use research","authors":"G. Williams","doi":"10.31219/osf.io/wa2dr","DOIUrl":"https://doi.org/10.31219/osf.io/wa2dr","url":null,"abstract":"\u0000The Talking Together community-engagement pilot project brought together pairs of autistic and non-autistic strangers to: (1) talk about their experiences of loneliness in their local city; and (2) think about potential, co-produced responses to the problem. The project had evolved as a secondary aim, from an initial need to acquire naturalistic conversation data for my linguistic PhD research investigating a theoretical reframing of autistic language use as ‘different’ rather than ‘deficient’. The desire to make the data collection a meaningful experience for the participants in its own right was central to the research design, and so the Talking Together loneliness project was devised as a way to achieve this. However, it was not until the research was under way that the potential for valuable, immediate impact became apparent. This article reflects on the successes and challenges of the Talking Together pilot as a piece of autistic-led participatory research, and explores how the principles of engaged, participatory research can be applied so as to maximize impact, even where engagement may not be a primary aim. It also explores the ‘participatory’ nature of participatory research where the researcher belongs to the marginalized stakeholder group.","PeriodicalId":165758,"journal":{"name":"Research for All","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131072974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Going beyond the one-off: How can STEM engagement programmes with young people have real lasting impact? 超越一次性:针对年轻人的STEM参与项目如何产生真正持久的影响?

Research for All Pub Date : 2020-03-13 DOI: 10.14324/RFA.05.1.07

M. Archer, J. DeWitt, Carol Davenport, Olivia Keenan, L. Coghill, A. Christodoulou, Samantha Durbin, Heather Campbell, Lewis Hou

{"title":"Going beyond the one-off: How can STEM engagement programmes with young people have real lasting impact?","authors":"M. Archer, J. DeWitt, Carol Davenport, Olivia Keenan, L. Coghill, A. Christodoulou, Samantha Durbin, Heather Campbell, Lewis Hou","doi":"10.14324/RFA.05.1.07","DOIUrl":"https://doi.org/10.14324/RFA.05.1.07","url":null,"abstract":"<p>A major focus in the STEM public engagement sector concerns engaging with young people, typically through schools. The aims of these interventions are often to positively affect students’ aspirations towards continuing STEM education and ultimately into STEM-related careers. Most schools engagement activities take the form of short one-off interventions that, while able to achieve positive outcomes, are limited in the extent to which they can have lasting impacts on aspirations. We review various different emerging programmes of repeated interventions with young people, assessing what impacts can realistically be expected. Short series of interventions appear also to suffer some limitations in the types of impacts achievable. However, deeper programmes that interact with both young people and those that influence them over significant periods of time (months to years) seem to be more effective in influencing aspirations. We discuss how developing a Theory of Change and considering young people’s wider learning ecologies are required in enabling lasting impacts in a range of areas.</p>","PeriodicalId":165758,"journal":{"name":"Research for All","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124510526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

'Sedimented histories' and 'embodied legacies': Creating an evaluative framework for understanding public engagement with the First World War “沉淀的历史”和“体现的遗产”:为理解公众参与第一次世界大战创建一个评估框架

Research for All Pub Date : 2020-02-01 DOI: 10.18546/rfa.04.1.06

L. Allwork

引用次数: 1

Improving the quantitative research skills of Welsh Baccalaureate teachers through university engagement 通过大学参与提高威尔士学士学位教师的定量研究技能

Research for All Pub Date : 2020-02-01 DOI: 10.18546/rfa.04.1.08

Charlotte R Brookfield, S. Parker

引用次数: 1

Patient and public involvement in a study of multimedia clinical trial information for children, young people and families 患者和公众参与研究多媒体临床试验信息为儿童，青少年和家庭

Research for All Pub Date : 2020-02-01 DOI: 10.18546/rfa.04.1.05

Rebecca Sheridan, J. Preston, S. Stones, S. Ainsworth, Danielle H Taylor, Robyn Challinor, S. Ainsworth, J. Martin-Kerry, L. Brady, P. Knapp

引用次数: 6

Poetry as method – trying to see the world differently 诗歌作为一种方法——试图以不同的方式看世界

Research for All Pub Date : 2020-02-01 DOI: 10.18546/rfa.04.1.07

E. Hoult, H. Mort, Kate Pahl, Zanib Rasool

引用次数: 3

Reflections on my role as a mental health service user co-applicant in a randomized control trial 我在一项随机对照试验中作为精神卫生服务使用者共同申请人的角色思考

Research for All Pub Date : 2020-02-01 DOI: 10.18546/rfa.04.1.04

L. Lea, S. Byford, Yve Coney, R. Crane, Natalia Fagabemi, Tony Gurney, H. Leigh-Phippard, C. Rosten, K. Simms, C. Strauss

{"title":"Reflections on my role as a mental health service user co-applicant in a randomized control trial","authors":"L. Lea, S. Byford, Yve Coney, R. Crane, Natalia Fagabemi, Tony Gurney, H. Leigh-Phippard, C. Rosten, K. Simms, C. Strauss","doi":"10.18546/rfa.04.1.04","DOIUrl":"https://doi.org/10.18546/rfa.04.1.04","url":null,"abstract":"This is not a research paper but a personal and collective reflection of patient and public involvement (PPI) for the LIGHTMind 2 randomized control trial (www. isrctn. com/ISRCTN13495752). This trial compares two guided self-help psychological interventions for depression, and is delivered\u0000 in the UK NHS Improving Access to Psychological Therapy services. The paper is the result of my reviewing our PPI 18 months into the trial. The PPI includes myself as a research team member and co-applicant, with lived experience of depression, mindfulness and cognitive behaviour therapy.\u0000 There is a Lived Experience Advisory Panel of six people with lived experience of depression or mindfulness, who advise the researchers. Two people with lived experience of mental health difficulties and knowledge of PPI attend the Trial Steering Committee. This paper includes comments from\u0000 some of the other people with lived experience and from researchers involved in the trial, included as co-authors. I offer the Johari window (Luft, 1970) and the 4Pi National Involvement Standards (NSUN, 2018) as a way of positioning the value of PPI. Developing relationships within PPI is\u0000 identified as a way of moderating the fear that some people experience as they work with researchers. I describe the importance of principles that incorporate explicit statements about the value of PPI.","PeriodicalId":165758,"journal":{"name":"Research for All","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123331100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Rethinking professional development for public engagement with research: A way to improve uptake and impact of training? 重新思考公众参与研究的专业发展:提高培训的吸收和影响的方法?

Research for All Pub Date : 2020-02-01 DOI: 10.18546/rfa.04.1.10

H. Featherstone, David Owen

{"title":"Rethinking professional development for public engagement with research: A way to improve uptake and impact of training?","authors":"H. Featherstone, David Owen","doi":"10.18546/rfa.04.1.10","DOIUrl":"https://doi.org/10.18546/rfa.04.1.10","url":null,"abstract":"Training is often cited as key to embedding public engagement in universities. The literature and professional discussions on public engagement training tend to focus on the training intervention itself (for example, the content and delivery formats), rather than on the learner (for\u0000 example, current levels of public engagement practice, longer-term career aspirations, and workplace environment). In this article, we share our reflections on putting the learner first. We draw on our own general experiences and in particular our ChallengeCPD@Bath programme (funded by UK\u0000 Research and Innovation through the Strategic Support to Expedite Embedding Public Engagement with Research call). We argue that many of the challenges associated with the provision and uptake of training and professional development for public engagement with research are not unique to public\u0000 engagement but relate more broadly to perceptions of training and professional development that exist within the academy. However, putting the learner at the heart of professional development means understanding their public engagement needs, their broader academic/career goals, their disciplinary/institutional\u0000 cultures of training and their disciplinary/institutional cultures of public engagement. It also entails a shift in how we evaluate interventions, moving beyond measures of satisfaction or enjoyment towards long-term evaluation, in particular accounting for the extent to which learning can\u0000 be, and is, applied on the job, or looking at how it might change behaviour in the workplace.","PeriodicalId":165758,"journal":{"name":"Research for All","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129032953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Editorial: Time for sharing knowledge 社论:是时候分享知识了

Research for All Pub Date : 2020-02-01 DOI: 10.18546/rfa.04.1.01

S. Oliver, S. Duncan

{"title":"Editorial: Time for sharing knowledge","authors":"S. Oliver, S. Duncan","doi":"10.18546/rfa.04.1.01","DOIUrl":"https://doi.org/10.18546/rfa.04.1.01","url":null,"abstract":"Research for All serves authors and readers who have a strong interest in different ways of knowing, and we have already discussed the language and writing styles adopted by authors sharing their perspectives (Oliver and Duncan, 2018). Here, we consider the investment of time required for the task of understanding and sharing orally different ways of knowing. Academic knowledge develops through formal studies to offer new ideas and theoretical understanding supported by empirical observations and codified analyses of how entities relate to each other – how the world generally fits together. More often, our understanding is not of the world generally, but of where or how we live in particular. We rely on our implicit understanding of local issues based on impressions and priorities, about how things are done by individuals and organizations, and changes over time. We tend to navigate our day-to-day personal lives by relying on tacit knowledge accrued through experience and familiarity with our immediate surroundings. Academics are steeped in planned observation and systematic analysis, many community organizations are steeped in change making, and schoolteachers and public engagement professionals (both feature in this issue) rely on valuable communication ‘know how’. We all have different windows through which we make sense of the bigger picture. No way knowing is sufficient alone, and they are often intertwined. Whether we or we rely on to hear Science helps us a balanced while culinary arts and social interactions make meals appealing. The stars a clear may evoke our wonder, astronomy that curiosity. events underpinned by and","PeriodicalId":165758,"journal":{"name":"Research for All","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121052757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A collaborative approach to schools engagement training for university staff 为大学职员提供学校参与培训的合作方法

Research for All Pub Date : 2020-02-01 DOI: 10.18546/rfa.04.1.09

J. Spurrell, M. Grace

引用次数: 1