C Brown
Facilitating research-informed educational practice for inclusion. Survey findings from 147 teachers and school leaders in England
Brown, C; MacGregor, S; Flood, J; Malin, J
Authors
S MacGregor
J Flood
J Malin
Abstract
This paper considers the engagement by teachers and school leaders in England in educational practices that are both ‘research-informed’ and supportive of inclusive education. We do so by seeking to understand the benefits, costs, and signifying factors these educators associate with research-use. In undertaking the study, we first worked to develop and refine a survey instrument (the ’Research-Use BCS survey’) that could be used to uniquely and simultaneously measure these concepts. Our survey development involved a comprehensive process that comprised: (1) a review of recent literature; (2) item pre-testing; and (3) cognitive interviews. We then administered this questionnaire to a representative sample of English educators. Although response rates were somewhat impacted by the recent COVID-19 pandemic, we achieved a sufficient number of responses (147 in total) to allow us to engage in descriptive analyses, as well as the production of classification trees. Our analysis resulted in several key findings, including that: (1) if respondents see the benefits of research, they are likely to use it (with the converse also true); (2) if educators have the needed support of their colleagues, they are more likely to use research; and (3) perceiving research-use as an activity that successful teachers and schools engage in is also associated with individual-level research use. We conclude the paper by pointing to potential interventions and strategies that might serve (at least, in the English context) to enhance research-use, so increasing the likelihood of the development and use of effective inclusive practices in schools.
Citation
Brown, C., MacGregor, S., Flood, J., & Malin, J. (2022). Facilitating research-informed educational practice for inclusion. Survey findings from 147 teachers and school leaders in England. Frontiers in Education, 7, Article 890832. https://doi.org/10.3389/feduc.2022.890832
Journal Article Type | Article |
---|---|
Acceptance Date | Mar 25, 2022 |
Online Publication Date | Apr 19, 2022 |
Publication Date | 2022 |
Deposit Date | Mar 25, 2022 |
Publicly Available Date | Jun 20, 2022 |
Journal | Frontiers in Education |
Publisher | Frontiers Media |
Peer Reviewed | Peer Reviewed |
Volume | 7 |
Article Number | 890832 |
DOI | https://doi.org/10.3389/feduc.2022.890832 |
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Copyright Statement
© 2022 Brown, MacGregor, Flood and Malin. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
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