Abstract
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 influences
the content and the process of their
thinking, changing attitudes and
perceptions and making educational
decision-making more intelligent. This
study investigates the ways in which
educational research has achieved impact
on practice from the perspective of the
researchers. A sample of highly-rated
Impact Case Studies in the UK’s research
assessment exercise (REF 2014) were
subject to content analysis, using
qualitative coding techniques. Analysis
shows that most research is 'invisible' to
education practitioners because it is
embedded in educational policies,
technologies and services. This ‘invisible
use’ is unlikely to realise the conceptual
benefits claimed for research utilisation. If
educational research is to make
educational decision making more
intelligent at its point of use, it will be
necessary to re-think current notions of
quality in research impact.
Original language | English |
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Pages (from-to) | 718-732 |
Number of pages | 15 |
Journal | Oxford Review of Education |
Volume | 43 |
Issue number | 6 |
Early online date | 12 May 2017 |
DOIs | |
Publication status | Published - 12 May 2017 |
Keywords
- Educational research
- research impact
- research utilisation
- teacher thinking