Exploring teachers' conceptual uses of research as part of the development and scale up of research-informed practices

Brown, C.; Flood, J.

doi:10.22230/ijepl.2020v16n10a927

Exploring teachers' conceptual uses of research as part of the development and scale up of research-informed practices

Brown, C.; Flood, J.

Authors

C. Brown

J. Flood

Abstract

Research Informed Teaching Practice has become a fundamental aspect of educational reform in the modern world, aiding the development and improvement of teaching and learning, decision-making and the school improvement agenda in general. This article presents the findings from a small-scale study across three infant schools in England involving 15 teachers that found that teachers use of research tends to be conceptual in nature. RITP is achieved through an approach that can help teachers engage effectively with research evidence in order to adapt existing research/research-informed interventions to achieve the desired impact. The requirements for this type of conceptual research use tends to have a functional and measurable nature linked to continuous quality improvement.

Citation

Brown, C., & Flood, J. (2020). Exploring teachers' conceptual uses of research as part of the development and scale up of research-informed practices. International Journal of Education Policy and Leadership, 16(10), Article 189. https://doi.org/10.22230/ijepl.2020v16n10a927

Journal Article Type	Article
Acceptance Date	Mar 16, 2020
Online Publication Date	Jun 16, 2020
Publication Date	2020
Deposit Date	Mar 19, 2020
Publicly Available Date	Sep 16, 2020
Journal	International Journal of Education Policy and Leadership
Publisher	ASCD (Association for Supervision and Curriculum Development)
Peer Reviewed	Peer Reviewed
Volume	16
Issue	10
Article Number	189
DOI	https://doi.org/10.22230/ijepl.2020v16n10a927