in the classroom
Using the evidence
Project reveals different ways educators use research and evidence to inform practice .
By Wade Zaglas
A five-year project between Monash University and the Paul Ramsay Foundation has released its first summary report into how research and evidence is being used in Australian schools , highlighting a gulf between school leaders and teachers .
Called the Q Project , the quantitative study ( which is based on eight survey questions ) involved 492 education practitioners and 414 schools across New South Wales , Queensland , Victoria and South Australia .
As the authors state , the project “ comes against a backdrop of growing expectations in Australia and internationally that schools and school systems will use research evidence to inform their improvement efforts ”.
However , despite its growing importance as part of an improvement agenda , the report ' s authors make clear that the ways in which Australian educators and school leaders source and use research and evidence has been poorly understood .
KEY EARLY INSIGHTS Educators source research less frequently and use it less frequently than other forms of evidence .
Seventy per cent of all educators reported using research in the last 12 months , with 43 per cent of respondents consulting “ research disseminated from universities ” and 36 per cent consulting “ university-based advice or guidance ”. While this might appear high , the survey also found that educators are more likely to go to “ non-research sources ”, such as student data ( 77 per cent ) and policy and curriculum documents ( 72 per cent ).
The ways in which teachers use research evidence also presents an interesting discussion point .
“ Most commonly , research is used in a collaborative manner to ' discuss best practice with colleagues ' ( 76 per cent of overall sample indicated using research in this manner ) or for personal development to ' improve my own knowledge of a topic or subject ' ( 72 per cent ) and to ' reflect on my own practice ' ( 67 per cent ),” the authors state .
However , one of the key findings of the first summary report is that nearly half ( 43 per cent ) of respondents believe that teacher observations and experience should be prioritised over research . This large cohort of educators is also less likely to source and use both universitydisseminated research and universitybased guidance and advice .
Teachers rely on social and practical methods when engaging with evidence
The survey also revealed that teachers , undergraduate-qualified and / or less experienced educators (< 10 years ) are more likely to be “ influenced by familiarity , social , and / or practical considerations ” when sourcing and using various kinds of evidence . These factors include “ word of mouth ” and “ previous use of experience ”.
School leaders have positive perceptions of and attitudes towards research use
School leaders ( 91 per cent ) are far more likely to have used research in their practice in the last 12 months than teachers ( 61 per cent ) and other staff ( 51 per cent ). Experience and post-graduate qualifications also influenced the attitudes and beliefs of school leaders towards research .
“ Educators are more likely to have greater confidence in their research use
capacities if they are a school leader , hold postgraduate qualifications , and / or have more than 5 years of experience ,” the authors state .
The report also found “ educators are less likely to believe that ' teacher observations and experience should be prioritised over research ' if they are a school leader , hold post-graduate qualifications , and / or have more than 10 years of experience ”.
Educators are concerned about time and access issues
“ Close to half ( 45 per cent ) of all educators do not believe that their school supports research use through ' making adequate time available '. This belief is stronger for other staff ( 56 per cent do not believe ) and teachers ( 51 per cent ) compared with school leaders ( 31 per cent ),” the report says .
“ Educators are also concerned about their own capacities to find time to access and review research . The majority do not believe that they have ' adequate time to access and review research ' ( 76 per cent ), the ability to ' keep up with new and emerging research ' ( 76 per cent ), or ' sufficient access to research evidence ' ( 68 per cent ).”
The Q Project also concluded that teachers who are undergraduatequalified and / or have less than 15 years of experience are less likely to be confident in their ability to find time “ to assess and review research ”.
The key takeaway from the first summary report is that teachers ' and school leaders ' use of quality research and evidence in schools differs considerably and understanding the complex contextual reasons behind this is imperative for the future . It also makes clear that educators , in the main , do have positive attitudes towards the use of quality evidence and research in the classroom .
“ Teachers and school leaders differ , in some cases significantly , in the types of research and evidence that they value , how and why they source different kinds of evidence , and whether and how they use research within their practice . Believing that teachers and school leaders have the same needs , expectations and capacities regarding research-engagement may exacerbate existing divides or potentially alienate some educators from research use improvement endeavours ,” the authors say . ■ educationreview . com . au | 21