Developing and Testing a New Framework for Considering Research Use: Theory and Survey Findings From England

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

Abstract

Objectives

This paper considers the engagement by teachers and school leaders in England in research-informed educational practice (RIEP) and ways in which to close the gap between academic research and academic practice.


Theoretical perspectives

Research in the area of RIEP has often been criticised for being ‘under-theorised’ (e.g. Nutley et al., 2007). This is problematic since it can lead to researchers failing to consider the full range of factors influencing the research-practice gap. As a theoretical basis for our analysis, we adopt Baudrillard’s (1968) semiotic theory of consumption which is concerned both with consumer behavior and the ‘objects’ which are consumed. In other words, how objects are ‘experienced’ and what needs they serve in addition to those which are purely functional. Specifically, Baudrillard (contends that all consumer goods possess three values: i) ‘benefit’ value; ii) ‘cost’ value - what it takes to consume a specific good; and iii) and the value of the good as a ‘sign’ - what messages an act of consumption sends. With this in mind, the research questions addressed in this paper are:

 RQ1: What potential benefit, cost and signification factors can be identified that might account for the current research-practice gap?
 RQ2: Which individual and combinations of benefits, cost and signification factors appear to be most closely associated with educators’ use of research evidence?
 RQ3: What implications emerge for policy and practice in terms of how to increase educators’ use of research-evidence?

Methods/data sources

A survey methodology was used to address these questions. To develop the survey the research team reviewed recent literature (broadly 2010 and later) that encapsulated the area of RIEP. The survey was undertaken by teachers in England. The aim of our sampling strategy was to achieve a representative sample of teaching staff, both in terms of their own individual characteristics, as well as the characteristics of the schools they work in. The survey was administered by email and a one percent response rate was achieved (250 schools).


Findings

Regression analyses was used to ascertain whether the research-practice gap is caused by educators failing to perceive the benefits of engaging in RIEP; from educators believing that the costs involved with research-use are too high; or from RIEP-type activity not being sufficiently desirable for them to want to engage in it. A range of factors emerged across each of these three areas involved and policy implications include the need for training and mentoring as well as coaching for school leaders to help establish RIEP within and across schools.


Scientific or scholarly significance

By developing and testing a survey grounded in a strong theoretical basis, a fuller exploration of the range of factors influencing the research-practice gap was kickstarted. The results will provide a richer and more nuanced understanding of what is required to achieve RIEP than has been possible from existing work in this area.


References
Baudrillard, J. (1968) The System of Objects. Verso.

Nutley, S.M., Walter, I. and Davies, H.T.O. (2007) Using evidence: How research can inform public services. The Policy Press.

Author

• Chris Brown, University of Southampton