Feeding Back Research Results: Changes in Principal and Teacher Narratives About Student Participation

• In Event: Using Data and Research to Achieve School Improvement

Abstract

Schools are among the most studied organizations, yet research has little influence on schools. In part, this is because schools do not have an opportunity to learn from the projects they are engaged in. In this paper, we explain the process and impact of feeding back research results to participating schools. The feedback of results related to the topic of student participation was expected to support school improvement processes. We examined changes in beliefs and school practices by analyzing longitudinal qualitative interviews. Results show changes in school practices and in the perceived importance of student participation and enduring beliefs that inhibited changes. The findings of this paper contribute to the discourse on evidence use in education and to building research-practice-partnerships.

Authors

• Enikoe Zala Mezoe, Zurich University of Teacher Education

• Amanda L. Datnow, University of California - San Diego