Research practice partnerships: a strategy for promoting evidence-based decision-making in education

Wentworth, Laura; Mazzeo, Christopher; Connolly, Faith

doi:10.1080/07391102.2017.1314108

Cited by 53 publications

(39 citation statements)

References 9 publications

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“…However, at the moment, recommendations for the implementation of evidence are not themselves based on good evidence from evaluations of how to implement evidence. There is perhaps even less documentation than in other fields on how to get evidence into use in education (Wentworth et al , 2017). The situation has not changed much over 20 years (Smith, 2000; Jones, 2018).…”

Section: Why We Urgently Need Better Understanding Of Evidence‐into‐usementioning

confidence: 99%

What is the evidence on the best way to get evidence into use in education?

Gorard

See

Siddiqui

2020

Review of Education

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For decades there have been calls by concerned stakeholders to improve the quality of education research, and some progress has been made towards creating a more secure evidence base in some areas. More programmes and approaches that have a reasonable evidence base are now also being used in schools (but not in policy, and not necessarily because they have a reasonable evidence base). However, there has been no equivalent improvement in secure knowledge about how best to get that evidence into use, or even what difference it makes when such evidence is used. This paper looks at what little is already known about the different ways to get research evidence into use in education by summarising the results of a large-scale review of the literature. A total of 323 of the most relevant studies were looked at across all areas of public policy, and judged for quality and contribution. Very few (33) were of the appropriate design and quality needed to make robust causal claims about evidence-intouse, and even fewer of these concerned education. This means that despite over 20 years of modest improvement in research on what works in education policy and practice, the evidence on how best to deploy these findings is still very weak. We consider studies in terms of several issues, including whether they look at changes in user knowledge and behaviour, or student outcomes, and how evidence is best modified before use. Providing access to raw research evidence or even slightly simplified evidence is not generally an effective way of getting it used, even if that evidence is presented to users by knowledge-brokers, in short courses or similar. What is more likely to work for both policy and practice is the engineering of high quality evidence into a more usable format and presenting it actively or iteratively via a respected and trusted conduit, or through population measures such as legislation. Having the users actually do the research is another promising approach. Expecting each individual study they fund to have an impact is not the way forward, as this may encourage widespread use of ineffective or even harmful interventions. Publicly-funded users, including policy-makers, should be required to use evidence-led programmes from those libraries providing them and which are appropriate and relevant to their aims. Research funders should support these approaches, and help to build up libraries of successfully tested programmes. Researchers need to be scrupulous, looking at their new evidence in the context of what is already known and not looking to obtain 'impact' from single studies. More and better research is needed on the best routes for evidence-into-use. However, the improvements required of all parties are as much ethical in nature as they are technical or scientific.Keywords use of evidence, engineering of evidence, translation of evidence, research impact, knowledge transfer, robust evidence.

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Section: Why We Urgently Need Better Understanding Of Evidence‐into‐usementioning

confidence: 99%

What is the evidence on the best way to get evidence into use in education?

Gorard

See

Siddiqui

2020

Review of Education

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show abstract

“…For example studies which highlight the roles of social structures, norms and values in helping determine effective and appropriate actions and behaviors (e.g. Wentworth et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Although these efforts are important, for a formal research use environment to have impact teachers must also possess mindets that are specifically geared towards ways of working that support RITP: i.e. mindsets where there is a belief in the value of research-evidence and RITP, as well as valuing the systems and structures that are required to facilitate RITP (Wentworth et al, 2017). Furthermore teachers need to believe in the benefits of working collaboratively and the role of collaborative processes (such as learning conversations) in developing RITP (Brown, 2017;Wentworth et al, 2017).…”

Section: How Social Relationships Might Influence Ritpmentioning

confidence: 99%

“…mindsets where there is a belief in the value of research-evidence and RITP, as well as valuing the systems and structures that are required to facilitate RITP (Wentworth et al, 2017). Furthermore teachers need to believe in the benefits of working collaboratively and the role of collaborative processes (such as learning conversations) in developing RITP (Brown, 2017;Wentworth et al, 2017). An encouraging research-use environment is thus most likely to positively influence teachers' use of research through its effect on the signification associated with RITP (with the presence of time and space -if provided -potentially also reducing perceived costs).…”

Section: How Social Relationships Might Influence Ritpmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the impact of social relationships on teachers’ use of research: A regression analysis of 389 teachers in England

Brown

Zhang

et al. 2018

International Journal of Educational Research

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“…Az oktatásban is szükség van arra, hogy a fennálló állapotot meghatározzák és erre épüljön a fejlesztés (Halász, 2009). A gondosan előkészített döntéshozás és a valós problémára történő releváns válaszadás az oktatásfejlesztés egyik alapköve kell, hogy legyen (Brown, 2013;Rickinson, De Bruin, Walsh, & Hall, 2017;Shahjahan, 2011;Wentworth, Mazzeo, & Connolly, 2017). A BAO, a kutatás, a (köz)politika és a gyakorlat területén együttesen értelmezendők.…”

Section: Bizonyítékokra Alapozott Oktatásunclassified

A pedagógiai adatvezérelt döntéshozatal: elméleti megközelítések és vizsgálati lehetőségek

Sebestyén¹

2019

Magyar Pedagógia

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Research practice partnerships: a strategy for promoting evidence-based decision-making in education

Cited by 53 publications

References 9 publications

What is the evidence on the best way to get evidence into use in education?

What is the evidence on the best way to get evidence into use in education?

Exploring the impact of social relationships on teachers’ use of research: A regression analysis of 389 teachers in England

A pedagógiai adatvezérelt döntéshozatal: elméleti megközelítések és vizsgálati lehetőségek

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