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Scientific Collaboration with Educators: Practical Insights from an in‐Class Noise‐Reduction Intervention
Author(s) -
Massonnié Jessica,
Frasseto Philippe,
Mareschal Denis,
Kirkham Natasha Z.
Publication year - 2020
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12240
Subject(s) - cognitive reframing , intervention (counseling) , relevance (law) , class (philosophy) , psychological intervention , engineering ethics , psychology , field (mathematics) , computer science , engineering , political science , social psychology , law , mathematics , artificial intelligence , psychiatry , pure mathematics
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.