Using Theories of Action to Ensure Conceptual Research Use Results in Impactful Research-Informed Interventions

• In Event: Educators as Users of Research

Abstract

This paper argues that teachers’ use of research tends to be conceptual rather than instrumental. It reports on the use of a ‘theories of action’ based approach as a means to aid teachers’ conceptual engagement with research and to help them ascertain the most effective ways to make use of it. The research setting for this paper is the Chestnut Learning Federation. A mixed methods approach comprising pre and post intervention surveys and 15 in-depth interviews was used to evaluate the approach. Findings suggest the theory of action approach has enabled Chestnut Federation's teachers to successfully engage with research evidence and to help them develop research informed approaches that improved outcomes for both themselves and their students.

Authors

• Chris Brown, University of Portsmouth

• Jane Flood, University of Portsmouth