We use cookies to ensure that we give you the best experience on our website. By continuing to browse this repository, you give consent for essential cookies to be used. You can read more about our Privacy and Cookie Policy.

Durham Research Online
You are in:

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

Brown, C. and 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). p. 189.


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.

Item Type:Article
Full text:Publisher-imposed embargo
(AM) Accepted Manuscript
File format - PDF
Full text:(VoR) Version of Record
Available under License - Creative Commons Attribution Non-commercial Share Alike.
Download PDF
Publisher Web site:
Publisher statement:This article is published under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 Unported License.
Date accepted:16 March 2020
Date deposited:19 March 2020
Date of first online publication:16 June 2020
Date first made open access:16 September 2020

Save or Share this output

Look up in GoogleScholar