| Title: |
Supporting Teachers to Use Research Evidence Well in Practice: Survey Findings and Practical Guidance from an AERO and Monash Q Project Collaboration |
| Language: |
English |
| Authors: |
Jo Gleeson; Blake Cutler; Sally Larsen; Belinda Parker; Kate Ridgway; Mark Rickinson; Lucas Walsh; Julie People; Phoebe Marshall, Contributor; Australian Education Research Organisation (AERO) (Australia); Monash University (Australia) |
| Source: |
Australian Education Research Organisation Limited. 2022. |
| Availability: |
Australian Education Research Organisation Limited. e-mail: info@edresearch.edu.au; Web site: https://www.edresearch.edu.au/ |
| Peer Reviewed: |
N |
| Page Count: |
20 |
| Publication Date: |
2022 |
| Document Type: |
Reports - Research |
| Descriptors: |
Evidence Based Practice; Educational Research; Institutional Characteristics; Individual Characteristics; Self Efficacy; Foreign Countries; Teacher Attitudes; Administrator Attitudes; Educational Practices; School Role; Research Utilization |
| Geographic Terms: |
Australia |
| Abstract: |
This report offers guidance to build teachers' and leaders' confidence in using research evidence, and to increase the use of research evidence in schools. The report does this by: (1) explaining the importance of different individual and school characteristics that can enable the increased and improved use of research evidence; (2) demonstrating, with empirical findings, how support provided by a school to use research evidence increases teachers' and leaders' confidence in using, as well as actual use of, research evidence; and (3) guiding schools to focus on key supports that can help teachers and leaders to build their confidence and skills to use research evidence, and use it well. The report draws on 2 independent surveys; one conducted by the Monash Q Project in 2020 and one conducted by AERO in 2021, with a total of 1,389 teachers and school leaders across all Australian states and territories. [The Monash Q Project is a collaboration between Monash University and the Paul Ramsay Foundation.] |
| Abstractor: |
ERIC |
| Entry Date: |
2025 |
| Accession Number: |
ED674020 |
| Database: |
ERIC |