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Who Cares about Using Education Research in Policy and Practice?

Strengthening Research Engagement

image of Who Cares about Using Education Research in Policy and Practice?

Across the OECD, enormous effort and investment has been made to reinforce the quality, production and use of education research in policy and practice. Despite this, using research in education remains a challenge for many countries and systems. The OECD launched the Strengthening the Impact of Education Research project to respond to this challenge.

This publication reports on the first phase of the project. It maps the various structures, processes, actors and relationships that reinforce the quality, production and use of education research in policy and practice. The publication brings together leading experts who provide insights into recent research and international experience gathered from both policy and practice, including from other sectors such as health, agriculture and environment.

The publication provides a first set of analyses of data collected from over 30 systems through an OECD survey. It describes the mechanisms used to facilitate research use in education policy and practice, and the levels of engagement of various actors in these processes. By mapping the drivers of, and barriers to, using research systematically and at scale, the publication sets out an agenda for future inquiry. It can be a resource for policy makers, educational leaders, teachers and the research community.

English

Using research well in educational practice

International efforts to improve the use of educational research raise important questions about what it means to use research well in educational practice. To date, there has been wide-ranging debate about what counts as quality evidence, but very little dialogue about what counts as quality use. This chapter focuses on this idea of quality use (or using research well) and explores how it can be conceptualised, what it involves in practice, and how it can be supported. It draws on findings emerging from a five-year study of research use in Australian schools, which has involved a systematic review of international research as well as surveys and interviews with over 900 educators. The findings presented provide a frame with which to review current approaches to using and supporting research use. The work overall highlights the value of practitioner perspectives and the need for more work on using research well in education. 

English

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