Motivating Use of Research in Education

• In Event: Research Use: Motivation, Mobilization, and Brokerage

Abstract

Despite widespread support for integrating research into education practice, evidence largely remains on the periphery of teachers' decision-making. This study evaluated the impact of one oft-cited barrier of using research in education: difficulty in interpreting evidence. Using Mayer's work on images/examples on comprehension, and Expectancy-Value Theory as conceptual frameworks, this study is the first to experimentally assess the impact of examples/images on research comprehension, research use self-efficacy, and research use in K-12 teachers. The example condition scored higher than the control on comprehension of education research than the control condition but not on self-efficacy, or use. The example+image condition did not score higher on comprehension, but higher on self-efficacy and use. These results are promising given the intervention’s light touch.

Authors

• Claire Chuter, Blue Swallow Farm Foundation

• Hunter Gehlbach, Johns Hopkins University