eprintid: 10094749
rev_number: 22
eprint_status: archive
userid: 608
dir: disk0/10/09/47/49
datestamp: 2020-04-28 07:35:49
lastmod: 2021-10-10 23:14:43
status_changed: 2020-04-28 07:35:49
type: article
metadata_visibility: show
creators_name: Massonnie, J
creators_name: Frasseto, P
creators_name: Mareschal, D
creators_name: Kirkham, NZ
title: Scientific Collaboration with Educators: Practical Insights from an in-Class Noise-Reduction Intervention
ispublished: inpress
divisions: UCL
divisions: B16
divisions: B14
keywords: Social Sciences, Education & Educational Research, Psychology, Developmental, Psychology, MINDFULNESS-BASED INTERVENTIONS, SCIENCE, PERFORMANCE, MEDITATION, KNOWLEDGE, CHILDREN, SCHOOLS, IMPACT, YOUTH, MIND
note: © 2020 The Authors. Mind, Brain, and Education published by International Mind, Brain, and Education Society and Wiley Periodicals, Inc. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
abstract: Moving the field of Mind, Brain, and Education forward requires researchers and educators to reframe the boundaries of their own discipline in order to create knowledge that is both scientifically based, and of practical relevance for education. We believe that this could be done by co‐constructing research projects from the start. We present a case study of a noise‐reduction intervention in elementary classrooms, in which teachers and researchers worked together from the onset of study design. We examine the processes behind: (1) selecting research questions and measures, (2) planning interventions, (3) receiving ethical approval and funding, (4) recruiting schools, and (5) collecting data. At each step, our study provides suggestions for future collaborative efforts, keeping in mind broader theoretical and methodological implications. We believe that our concrete examples and suggestions will be useful for beginning and confirmed researchers, as well as teachers aiming to know more about research projects.
date: 2020-03-30
publisher: WILEY
official_url: https://doi.org/10.1111/mbe.12240
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1775852
doi: 10.1111/mbe.12240
lyricists_name: Massonnie, Jessica
lyricists_id: JMASS47
actors_name: Massonnie, Jessica
actors_id: JMASS47
actors_role: owner
full_text_status: public
publication: Mind, Brain, and Education
pages: 14
issn: 1751-228X
citation:        Massonnie, J;    Frasseto, P;    Mareschal, D;    Kirkham, NZ;      (2020)    Scientific Collaboration with Educators: Practical Insights from an in-Class Noise-Reduction Intervention.                   Mind, Brain, and Education        10.1111/mbe.12240 <https://doi.org/10.1111/mbe.12240>.    (In press).    Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10094749/1/Published_mbe_12240.pdf