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Enablers and Barriers to Research-Informed Education: Exploring International Perspectives
Sun, April 24, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), San Diego Convention Center, Floor: Upper Level, Room 11BSession Type: Symposium
Abstract
Educators can and should be using research-evidence to improve teaching and learning. Nonetheless, despite evidence attesting to the benefits of Research-Informed Educational Practice (RIEP), RIEP is yet to materialise in the vast majority of schools world-wide. In response, this symposium introduces the work and perspectives of a range of globally situated academics (emerging and experienced) interested in the topic. Each will present what they have learned about REIP for their country or jurisdiction, with the discussant for the symposium providing an overview of lessons that might be learned internationally. The symposium forms part of a broader WERA International Research Network exploring common (cross-context) and context specific factors affecting RIEP, as well as interventions for how this gap might be closed.
Sub Unit
Chairs
Chris Brown, University of Southampton
Jana Groß Ophoff, University College of Teacher Education Vorarlberg
Papers
Steps Toward an Evidence-Informed Education in Catalan Schools: From Policy Makers' Intentions to Teachers' Practice - Georgeta Ion, Universitat Autònoma de Barcelona; Cecilia Inés Suárez Rivarola, Universitat Autònoma de Barcelona; Anna Diaz-Vicario, Universitat Autònoma de Barcelona
Understanding and Improving Research Use in Australian Schools - Mark Rickinson, Monash Univeristy; Mandy Salisburg, Durham University
Research-Informed Educational Practice in Germany: State of the Art - Colin Cramer, Eberhard Karls Universität Tübingen
Method X = Value Y? How Perceptions of Research Methodology Can Present Barriers to Research-Informed Education - Dominic Wyse, IOE, University College London
Comparing Drivers and Obstacles for Evidence-Informed Practice in Two Educational Systems - Kristin Vanlommel, University of Applied Sciences Utrecht; Elske van den Boom-Muilenburg, University of Applied Sciences Utrecht