Purpose: Decades of scholarship have drawn on Weiss's four categories of research use (Weiss, 1980; 2005; Weiss & Bucuvalas, 1980) -- instrumental use, symbolic use, conceptual use, and imposed use -- to examine how research use unfolds in school districts (e.g., Amara et al., 2004; Penuel et al., 2017). In this paper, we theorize a new form…

A key concern in international educational policy during the 21st century has been the impact of teacher professionalism on outcomes of schooling. Sweden makes for an interesting case because of the country's initiatives to improve the quality of education through an academization of the teachers. The aim of this study is to analyse how Swedish…

Background: This article comes in response to two gaps within the research use literature: a lack of work on quality of use as distinct from quality of evidence, and a lack of research use models based on practitioner, as opposed to researcher, perspectives. Aims and objectives: The study probes into the views of education practitioners about…

Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how research can contribute to practitioners' thinking: specifically, our framework proposes that research…

When Sweden began to experience a steady decline in student achievement results in PISA and TIMMS, the Swedish National Agency of Education initiated a model of collaboration with Swedish universities aimed at providing support to schools with falling student achievement scores. In this article, we examine how such projects can work at the local…

This research briefing summarises findings from a nationally representative survey of schools and teachers, which investigated teachers' research use. The survey was designed with reference to the principles adopted in an earlier 2014 study in which the National Foundation for Educational Research (NFER) and the Education Endowment Foundation…

This article draws on the notion of communal constructivism to explore its potential to frame and facilitate the development of evidence-informed practice. The explicit aspiration to nurture a research-informed workforce is prominent in discourse across policy makers, educational researchers and teacher professional groups in England; however,…

Although there are policy calls for educational research to discover "what works" and thereby inform decision making directly, the research literature argues instead for research to have a "conceptual" impact on practice. Empirical studies also suggest that, when teachers use research, their use is conceptual; research…

Researcher-practitioner partnerships have gained increasing prominence within education in recent years, yet scholarship on partnerships and tools to guide partnerships' work remain in their infancy. Drawing on our own work in a partnership as well as analysis of abstracts for the 41 partnerships funded by the Institute of Education Sciences and…

The authors argue for a reconceptualization of rigor that requires sustained, direct, and systematic documentation of what takes place inside programs to document how students and teachers change and adapt interventions in interactions with each other in relation to their dynamic local contexts. Building on promising new programs at the Institute…

This document is intended to serve as a practical guide for implementing a teacher-student data link (TSDL) that supports a range of uses at the local, regional, and state levels. The guide addresses the considerations for linking teacher and student data from multiple perspectives, including governance, policies, data components, business rules,…

Responding to Bulterman-Bos (2008), the author argues that the effort to make education research more relevant is counterproductive. Teachers and researchers have different orientations toward education that arise from different institutional settings, occupational constraints, daily work demands, and professional incentives. These are not…

Examined a variety of contentions about research genres by asking more than 100 teachers to read and discuss 5 examples of research, with each example representing a different research genre. Teachers' responses to these articles did not support any of the common contentions about research genres. (SLD)

This discussion deals with a new role for the public school instructional supervisor. This new role has generally been referred to as that of a disseminator of research results. In actuality, it would go beyond the role of an informal/formal disseminator. The requirements for skills in research/evaluation methodology are apparent, as is the…

This volume is intended for use in introductory research courses in which elementary and early childhood teachers, reading specialists, special education teachers, and content area teachers at the middle and secondary school levels are prepared as consumers of educational research rather than producers of educational research. The text provides…