Research on "Research Use" in Education: A Systematic Review

• In Event: Teachers’ Use of Knowledge Sources to Develop and Improve Practice

Abstract

Objectives and Purpose
The concept of ‘research use’ has evolved as a policy expectation for teachers and other education professionals over the past few decades. Researchers have also advocated for increased utilization of research in schools. While educational research has explored various aspects of ‘research use’, there remains limited knowledge of the characteristics of this body of literature across time and national contexts. This paper presents the findings from a systematic review of research literature on ‘research use’ in education, examining its definitions, problem framing, empirical phenomena studied, as well as implications and solutions related to research use.

Theoretical Perspectives
This systematic literature review is framed by two complementary theoretical perspectives. Boaz and Nutley (2019) provide a historical view of three generations of thinking on ‘research use’ and ‘evidence use’ in the public sector. The first generation emphasizes rational-linear models, positing one-way processes from researchers' production to policy and practice use. The second generation highlights relational approaches, while the third generation focuses on systems-wide approaches. Additionally, insights from the sociology of professions are used to describe policy initiatives promoting research use as a form of "professionalization from above," as well as “initiatives from within the profession” aimed at developing identities and practices that maintain autonomy and discretionary power (Evetts, 2003).

Methods and Data Sources
Articles were searched for in Eric, Education Source, Teacher Reference Center, and Scopus, with a focus on English language, peer-reviewed journals. The main search terms were "research use" and "evidence use," combined with terms such as "teacher," "school leadership," "district leadership," "instructional development," "school development," and "organizational development" in various combinations. The full-text analysis was conducted on 33 articles.

Findings
Preliminary findings indicate that the literature often tends to emphasize linear perspectives over complexity and individual factors over contextual considerations when discussing ‘research use’ in education. Consequently, this approach leads to unrealistic and unproductive expectations. The paper argues for the need to adopt more profession-sensitive conceptualizations of research use in education. Furthermore, the authors propose the development of a fourth generation of studies on research use, which incorporates an understanding of the teaching profession and teachers' professional knowledge. Such an approach will foster more profession-sensitive concepts and analytical perspectives, thus encouraging more fruitful utilization of research in education.

Scientific or Scholarly Significance
This paper makes a two-fold contribution by shedding light on how "research use" is defined, described, and discussed in existing literature as both a conceptual and empirical phenomenon. Additionally, it provides insights into the ways research on "research use" shapes the phenomenon and the key actors involved in the process of research utilization.

References
Evetts, J. (2003). The sociological analysis of professionalism. International sociology, 18(2).
Nutley, S., Boaz, A., Davies, H., & Fraser, A. (2019). New development: What works now? Continuity and change in the use of evidence to improve public policy and service delivery. Public Money & Management, 39(4), 310-316.

Authors

• Sølvi Mausethagen, Oslo Metropolitan University

• Hege Hermansen, Oslo Metropolitan University

• Hilde Afdal, Ostfold University College