Using Research Evidence to Address Diversity in Schools? Insights From Teachers in Catalonia, Poland, and England

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Listening, Understanding, and Responding to In-Service Teachers (Table 34)

Abstract

This paper examines teachers’ and school leaders’ involvement in/use of research-informed educational practices that support diversity. 534 educators from Catalonia (Spain) (N=343), Poland (N=112), and England (N=79) were surveyed, regarding their perceptions of the costs, benefits, and symbolic representation of using research evidence as part of teaching and school development. Findings pertaining to the survey item “I have found research evidence useful for guiding the development of new teaching practices” show that teachers in schools where >45% of pupils come from diverse backgrounds, are more likely to use research evidence to make teaching decision in schools with high levels of language diversity, but less likely in schools with high levels special educational needs students. Implications are discussed.

Authors

• Georgeta Ion, Universitat Autònoma de Barcelona

• Marta Kowalczuk-Walędziak, University of Bialystok

• Chris Brown, University of Southampton