Contextualizing Research Use: Problems and Decisions in Schools

• In Event: Research Use in Schools: The Big Picture

Abstract

Eligibility for Federal Title I funding requires schools to engage in evidence-based decision- making, and efforts to promote access to high quality research have abounded over the last two decades (e.g. the What Works Clearinghouse (IES, 2016)). However, we have very little understanding of the availability and relevance of research the most urgent problems facing school decision makers (West & Rhoton, 1994; Supovitz & Klein, 2003; Hemsley-Brown, 2009), in part due to limited information about those problems and decisions.

In an effort to close the gap between researchers and decision makers, this study looks to address the following questions: (a) What types of problems are schools addressing? and (b) What types of decisions are being made to address them?

Methods and Data Sources: This paper draws on two open ended questions at the start of the SEE-S survey, which asked educators to provide information regarding a specific organizational decision, and the problem that motivated it, in their school or district in the past two years that affected large numbers of teachers and/or students (see Figure 1 for question). More than 1300 educators responded, with 1,275 educators representing 149 schools providing usable information about problems and decisions.

Data Analysis: The team established an iterative process for coding the data using an emergent thematic approach. Initially individual responses were reviewed and the research team engaged in categorizing the content and types through an iterative discussion in which different themes were created, tested with sample responses, and modified. Through this process we were able to identify multiple categories of problems and decisions. This paper presents descriptive results for the frequency of these codes to surface the range of decisions in which school-based educators engage.

Results: Analysis revealed academic performance (40%), and non-academic issues (19%), and systemic issues (17%) were the most frequently reported categories of problems. Reported decisions were most frequently categorized as adoption of something new (e.g., a curriculum, program, initiative) (43%), structural changes (17%), and professional development (12%). Tables 3 and 4 below show the frequency of application for each code. While it is unsurprising that the most commonly reported problems relate to academic performance and that the most frequently reported decisions relate to professional development and adoption of programs, findings suggest a much more expansive set of school issues for which questions of research relevance and availability are pertinent.

Scientific Significance: Considering historically weak ties existing between the research and practice communities (Broekkamp & van Hout-Walters, 2007; Davies & Nutley, 2008), and the absence of mechanisms through which practice can systematically inform research (National Research Council, 2012), it is unclear if and how real problems of practice are informing research, in spite of expectations for research use. The findings of this descriptive analysis offers insight into the types of problems that school-based practitioners face, as well as the decisions they make to address them. Further, they offer important context for understanding decision-making and research use findings featured in this symposium.

Authors

• Katherine Tilley, University of Delaware

• Scott Sheridan, University of Delaware