Research-informed practice: How to prioritise your challenges
Written By: Author(s): Gary Jones and Deborah Netolicky
1 min read
What’s the idea?
You will not be short of challenges to which you will want to turn your attention, so once you have developed your challenges into well-formulated questions, you then need to identify the most important question on which to focus.
What does it mean?
There are a couple of models you can use to prioritise where to focus your research.
The FINER mnemonic was developed by Hulley et al. (2013) for use in medicine. We have adapted it here for application in schools:
Feasibility. Are there sufficient resources in the school – both in terms of capacity and capability – to answer the question?
Interesting. Is the question interesting to those who will be researching it?
Novel. Is this a recurring problem/question, or something that is new to the school and may become an ongoing issue?
Ethical. Have any ethical issues been identified and considered?
Relevant. Is it relevant to the school’s development plan? Will it influence school policy and practice?
The SCEPTIC mnemonic â
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This article was published in May 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
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