Brown, C;
Zhang, D;
(2016)
Is engaging in evidence-informed practice in education rational? What accounts for discrepancies in teachers' attitudes towards evidence use and actual instances of evidence use in schools?
British Educational Research Journal
, 42
(5)
pp. 780-801.
10.1002/berj.3239.
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Abstract
The use of research evidence by teachers is currently experiencing global policy and practice interest, with many governments now touting the importance of research-informed efforts at improvement. Yet, while beneficial, the consistent and regular use of evidence to improve teaching and learning in schools is proving difficult to achieve in practice (Bryk et al., 2011; Taylor, 2013; Nelson et al., 2015). This paper attempts to shed new light on this issue by examining the applicability of a model of rational behaviour (‘Optimal Rationality’: see Brown, 2014) as it relates to the notion of evidence-informed practice (EIP). Specifically, exploring the question: ‘if EIP is rational behaviour, why aren’t all teachers engaged in it?’, we examine whether the beliefs and perspectives of teachers in relation to EIP, align with their evidence-use behaviours. We then assess what factors (if any) prevent teachers/schools who wish to engage in EIP from doing so. To examine beliefs, instances of and barriers to evidence-use, we employ a Gradient Boosted Tree predictive model to analyse data from a survey of 696 practitioners in 79 schools. We conclude the paper by examining the policy levers available to school leaders should they wish to increase both support for evidence-informed change within schools, and boost instances of evidence-informed practice by teachers. We also explore the vital role that education accountability regimes have in ensuring that the optimal rational position of EIP can materialize in practice.
| Type: | Article |
|---|---|
| Title: | Is engaging in evidence-informed practice in education rational? What accounts for discrepancies in teachers' attitudes towards evidence use and actual instances of evidence use in schools? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1002/berj.3239 |
| Publisher version: | http://doi.org/10.1002/berj.3239 |
| Language: | English |
| Additional information: | This is the peer reviewed version of the following article: Brown, C; Zhang, D; (2016) Is engaging in evidence-informed practice in education rational? What accounts for discrepancies in teachers' attitudes towards evidence use and actual instances of evidence use in schools? British Educational Research Journal, which has been published in final form at: http://dx.doi.org/10.1002/berj.3239. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving (http://olabout.wiley.com/WileyCDA/Section/id-828039.html#terms). |
| Keywords: | evidence informed practice, EIP, rationality, research use, knowledge mobilisation, education, school leadership |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1476674 |
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