0.3 Hauser, l. (october 2011) to practice from theory professional  (Page 12/5)

Education leadership review, volume 12, number 2 (october 2011)

NCPEA Education Leadership Review is a nationally refereed journal published two times a year, in Winter (April), and Fall (October) by the National Council of Professors ofEducational Administration. Editor: Kenneth Lane, Southeastern Louisiana University; Assistant Editor: Gerard Babo, Seton Hall University; Founding Editor: Theodore Creighton, Virginia Tech.

Introduction

The effective use of education knowledge can accelerate and enhance nationwide efforts to eliminate achievement, proficiency and system-based gaps, but how do you go about converting research knowledge into every day practice? How can knowledge generated from research be developed, applied and effectively used in preK-12 public education?

This paper describes a promising professional learning model used to convert relevant education knowledge into every day practice and build instructional leadership and organization capacity. This model, to Practice from Theory Professional Learning Action Network ( the PT PLAN) was developed to support and guide the transformational work of school districts in the central region of California. This work benefits practitioners and researchers in education and other organizations who are looking for an effective approach in converting theory to practice and advances our understanding of research knowledge transfer in education.

Theoretical perspectives

The professional learning model used to convert research knowledge to practice was built on the theoretical underpinnings of knowledge utilization, closing the knowing-doing and system-based gaps, adult learning theory, communities of practice, skilled facilitation and coaching, and the use of quality processes and tools as an important leadership competency.