Godfrey, D; Handscomb, G; (2019) Evidence use, research-engaged schools and the concept of an ecosystem. In: Godfrey, D and Brown, C, (eds.) An Ecosystem for Research-Engaged Schools: Reforming Education Through Research. (pp. 1-18). Routledge: London, UK.

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Abstract

This chapter analyses different levels of the school ecosystem. It outlines the ecosystem concept of the research-engaged school. The chapter proposes theoretical frameworks to understand the ecological conditions for a research-engaged school system. It explains how research can be integrated into the lives of teachers and school leaders as part of the structures and cultures of the organisation. Research-engaged schools promote enquiry stances by teachers, and the use of published research and other school evidence; they are outward looking and connect to the research community. The chapter shows that thinking about theoretical lenses that can be used to understand and research ecosystems, applying these to research-engaged schools. It focuses on how an ecosystem can be enhanced or enriched through research engagement. The chapter examines the basic ecosystem concept for the school system. This is informed by work published elsewhere, where it is argued that it is helpful to understand research-engaged schools as operating within an ecosystem.

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