Why Use Research in Education? Research Use Viewed Through the Lens of Self-Determination Theory

• In Event: Applications and Approaches to Bridging Research With Practice

Abstract

Researchers have long recognized the potential for improvements to practice and policy through the application of research-based solutions to pressing problems. Efforts to increase use have taken the form of research syntheses and translation, building research to practice networks, advancing teacher and action research networks, supporting professional learning communities and communities of practice; and systems approaches to change. These approaches assume that potential users can be motivated by programs and systems to use research in their practice. Potential users however may not carry with them such motivation. Using Self Determination Theory, this paper asks the conceptual question, what motivational factors might facilitate educator use of research, and how have past efforts tapped in to, or failed to consider, these factors?

Author

• Daniel A. Laitsch, Simon Fraser University