Closing the Circle: Research and Policymaking in Education

Abstract

This paper aims to analyse the configuration of factors contributing to research uptake in education, with a particular focus on the Romanian context. One subsequent objective is to identify mechanisms for developing better synergies, not only between educational practice and research but also between these and educational policy. In doing so, the paper argues for shared responsibility among higher education institutions and policymakers for improving the educational system. The paper relies on results from a survey administered to a selected sample of civil servants in the Romanian central administration involved in the planning, evaluation and implementation of public policies in the field of education. Our results address the mechanisms of research uptake and utilisation by the central administration (communication and dissemination strategies, clarity, access and availability of research data, policymakers’ preferences for certain research topics) and the perceived relationship between researchers and policymakers (for example, the strength and nature of the relationship, or policymakers’ general involvement in research studies). The findings of our study pave the way for an in-depth analysis of organizational factors likely to affect research utilisation: research culture and engagement with researchers; the political and managerial context likely to promote research transfer; and the financial context needed to foster quality results.

Evidence-Informed Educational Practice in Catalan Education: From Public Agenda to Teachers’ Practice

“…Our findings show that the use of research in practice is influenced by teachers' perspectives on research, as well as by their ability to understand research language, decode research data, and make sense of research findings and adapt them to their class context. These findings corroborate previous studies (Cain et al, 2019;Flores, 2018;Lysenko et al, 2014) and highlight the importance of bridging the gap between academic research and teachers' experience, as well as the importance of decoding research language for teachers' use (Iftimescu et al, 2020).…”

“…Similarly, our findings suggest that in order to make use of research, teachers have to possess a strong capacity to engage with research data, to possess basic research skills, to adopt positive dispositions towards research and evidence, and to display a strong commitment to innovation in practice (Malin et al, 2020;Saha et al, 1995). In addition, having positive previous experience with research tends to contribute to making teachers more open and willing to engage with research (Iftimescu et al, 2020).…”

“…These limitations led to adding new variables to the model, such as organisational structures, rules and norms, as essential determinants of knowledge utilisation (Oh & Rich, 1996). In addition, the critical factor causing the under-utilisation of research findings is linked to the political interests of users, which may be in conflict with research data (Landry et al, 2001in Iftimescu et al, 2020.…”

“…The dissemination model lacks consideration of the process of dialogue between researchers and teachers, and the gap between the contexts of research production and research use prompted the appearance of the interaction model (Huberman & Thurler, 1991;Oh, 1997;among others). The variables considered in this model are related to informal personal contacts, participation in committees, and transmission of reports to non-academic organisations (Huberman & Thurler, 1991in Iftimescu et al, 2020.…”

The Unlearning of School Attendance: Ideas for Change

“…Manifestations of these shared alliances include (1) multiagency tracking of students, (2) coordinated early warning and intervention systems, and (3) community asset mapping coupled with long-range intercession planning across generations. Shared alliances with respect to these manifestations necessarily involve partnerships among those from systemic and analytic perspectives, such as between policymakers who mandate school attendance practices and researchers and others who generate data to inform best practices in education and school attendance (Iftimescu et al, 2020).…”