Evidence-Informed? Educator Explanations of Decision Making

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Connecting Research to Practice: Teacher Agency and Decision Making

Abstract

Despite the potential value of education research for informing practice, educators’ currently underuse research in decision-making. While educators should not blindly follow research, they are expected to integrate research evidence with their professional expertise for evidence-informed practice. In this study, we consider how educators report making decisions broadly to change their practice and specifically to implement new technology. We coded 158 responses to a pre-event survey from educators who attended an in-person convening to elevate educator voice for (1) the extent to which decisions are evidence-informed and (2) the sources of information used for decision-making. Although only a small percent of decisions are evidence-informed, we offer suggestions for future infusion of research evidence based on currently identified sources of information.

Authors

• Emily A. Kohler, University of Virginia

• Kate P. Tindle, The George Washington University

• Claire Fisher