Climates of trust, innovation, and research use in fostering evidence-informed practice in French schools

Gaussel, Marie; MacGregor, Stephen; Brown, Chris; Piedfer-Quêney, Lucile

doi:10.1016/j.ijer.2021.101810

Climates of trust, innovation, and research use in fostering evidence-informed practice in French schools

Gaussel, Marie; MacGregor, Stephen; Brown, Chris; Piedfer-Quêney, Lucile

Authors

Marie Gaussel

Stephen MacGregor

Chris Brown

Lucile Piedfer-Quêney

Abstract

In France as elsewhere, various arguments suggest that evidence-informed practice (EIP) in education may positively impact student outcomes. However, while these arguments are beginning to mature in countries such as England, uptake of EIP theories in the French context is still nascent. The study presented in this paper seeks to address this knowledge gap. Findings suggest that French school staff generally believe that research evidence could inform educational practices as well as school organization at large. A trusting environment was positively associated with positive perceptions of EIP, but it is relatively less important than a school climate that encourages and supports research use. An interesting challenge for school leaders is how to establish cultures of research use and of innovation.

Citation

Gaussel, M., MacGregor, S., Brown, C., & Piedfer-Quêney, L. (2021). Climates of trust, innovation, and research use in fostering evidence-informed practice in French schools. International Journal of Educational Research, 109, Article 101810. https://doi.org/10.1016/j.ijer.2021.101810

Journal Article Type	Article
Acceptance Date	Apr 23, 2021
Online Publication Date	Jun 13, 2021
Publication Date	2021
Deposit Date	Nov 15, 2021
Publicly Available Date	Nov 15, 2021
Journal	International Journal of Educational Research
Print ISSN	0883-0355
Publisher	Elsevier
Peer Reviewed	Peer Reviewed
Volume	109
Article Number	101810
DOI	https://doi.org/10.1016/j.ijer.2021.101810