Can research contribute to improve educational practice?

  1. Marta Ferrero 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2020

Número: 23

Páginas: 1-6

Tipo: Artículo

DOI: 10.1017/SJP.2020.24 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Spanish Journal of Psychology

Objetivos de desarrollo sostenible

Resumen

Teaching a diverse classroom is a challenging task. Educators are faced daily with the difficult task of making many decisions about how to educate each of their students. To do this, they mainly rely on their experience and that of their colleagues, their values, and thoughts. Although they are inherent and important in the profession of teaching, sometimes these resources may not suffice to make the best decisions, particularly when teachers are continuously bombarded with numerous fads and poorly grounded ideas about education. In this context, research-informed practice emerges as a promising approach. It involves integrating the professional expertise of teachers with the best evidence of researchers to make better decisions and improve education. However, for this approach to be successfully implemented, the gap between researchers and practitioners must first be bridged. The possible solutions to this challenge involve acting in three contexts: research production, research communication and research use. Specific measures in each of these contexts are described.

Referencias bibliográficas

  • Biesta, G. (2010). Why “what works” still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29, 491–503. http://doi.org/10.1007/s11217-010-9191-x
  • Biesta, G. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57, 1–22. https://doi.org/10.1111/j.1741-5446.2006.00241.x
  • Bjork, R. A. (1999). Assessing our own competence: Heuristics and illusions. In Gopher, D. & Koriat, A. (Eds.), Attention and performance XVII. Cognitive regulation of performance: Interaction of theory and application (pp. 435–459). Cambridge, MA: MIT Press.
  • Borg, S. (2010). Language teacher research engagement. Language Teaching, 43, 391–429. https://doi.org/10.1017/S0261444810000170
  • Broekkamp, H., & van Hout-Wolters, B. (2007). The gap between educational research and practice: A literature review, symposium, and questionnaire. Educational Research and Evaluation, 13, 203–220. https://doi.org/10.1080/13803610701626127
  • Burkhardt, H., & Schoenfeld, A. H. (2003). Improving educational research: Toward a more useful, more influential, and better-funded enterprise. Educational Research, 32, 3–14. https://doi.org/10.3102/0013189X032009003
  • Cain, T. (2016). Research utilization and the struggle for the teacher’s soul: A narrative review. European Journal of Teacher Education, 39, 616–629. https://doi.org/10.1080/02619768.2016.1252912
  • Cain, T. (2015). Teachers’ engagement with research texts: Beyond instrumental, conceptual or strategic use. Journal of Education for Teaching, 41, 478–492. https://doi.org/10.1080/02607476.2015.1105536
  • Cain, T., & Allan, D. (2017). The invisible impact of educational research. Oxford Review of Education, 43, 718–732. https://doi.org/10.1080/03054985.2017.1316252
  • Campbell, C., & Levin, B. (2012, November). Developing knowledge mobilizations to challenge educational disadvantage and inform effective practices in England [Paper presentation]. Evidence in Action seminars organized by the EEF. Toronto, Canada.
  • Campbell, C., Pollock, K., Briscoe, P., Car-Harris, S., & Tuters, S. (2017). Developing a knowledge network for applied education research to mobilize evidence in and for educational practice. Educational Research, 59, 209–227. http://doi.org/10.1080/00131881.2017.1310364
  • Chalmers, I. (2005). If evidence-informed policy works in practice, does it matter if it doesn’t work in theory? Evidence and Policy, 1, 227–242. https://doi.org/10.1332/1744264053730806
  • Chalmers, I. (2003). Trying to do more good than harm in policy and practice: The role of rigorous, transparent, up-to-date evaluations. The ANNALS of the American Academy, 589, 22–40. https://doi.org/10.1177/0002716203254762
  • Coe, R. (1999). A manifesto for evidence-based education. Centre for Evaluation & Monitoring. http://www.cem.org/attachments/ebe/manifesto-for-ebe.pdf
  • Coe, R., Fitz-Gibbon, C., & Tymms, P. (2000, September). Promoting evidence-based education: The role of practitioners. [Paper presentation]. British Educational Research Association’s Annual Conference. Cardiff, Wales.
  • Cook, B. G., & Cook, L. (2004). Bringing science into the classroom by basing craft on research. Journal of Learning Disabilities, 37, 240–247. https://doi.org/10.1177/00222194040370030901
  • Cook, B. G., & Schirmer, B. R. (2003). What’s special about special education: Overview and analysis. Journal of Special Education, 37, 200–205. https://doi.org/10.1177/00224669030370031001
  • Cooper, A. (2014). Knowledge mobilization in education across Canada: A cross-case analysis of 44 research brokering organizations. Evidence & Policy, 10, 29–59. http://doi.org/10.1332/174426413X662806
  • Cooper, A., Levin, B., & Campbell, C. (2009). The growing (but still limited) importance of evidence in education policy and practice. Journal of Educational Change, 10, 159–171. https://doi.org/10.1007/s10833-009-9107-0
  • Cordingley, P. (2008). Research and evidence-informed practice: Focusing on practice and practitioners. Cambridge Journal of Education, 38, 37–52. https://doi.org/10.1080/03057640801889964
  • Davies, P. (2004, September). “Is evidence-based government possible?”. [Paper presentation]. Jerry Lee Lecture, Fourth Annual International Campbell Collaboration Colloquium, Washington, DC, 19. Retrieved from http://www.policyhub.gov.uk/downloads/JerryLeeLecture1202041.pdf
  • Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3, Article 429. https://doi.org/10.3389/fpsyg.2012.00429
  • Ferrero, M., Garaizar, P., & Vadillo, M. A. (2016). Neuromyths in education: Prevalence among Spanish teachers and an exploration of cross-cultural variation. Frontiers in Human Neuroscience, 10, Article 496. https://doi.org/10.3389/fnhum.2016.00496
  • Godfrey, D. (2017). What is the proposed role of research evidence in England’s “self-improving” school system? Oxford Review of Education, 43, 433–446. https://doi.org/10.1080/03054985.2017.1329718
  • Goldacre, B. (2006, March 18). Brain gym - Name & Shame. Bad Science. https://www.badscience.net/2006/03/the-brain-drain/
  • Goldacre, B. (2013). Building evidence into education. CORE. https://core.ac.uk/download/pdf/9983746.pdf
  • Gore, J. M., & Gitlin, A. D. (2004). [RE]Visioning the academic-teacher divide: Power and knowledge in the educational community. Teachers and Teaching: Theory and Practice, 10, 35–58. http://doi.org/10.1080/13540600320000170918
  • Goswami, U. (2006). Neuroscience and education: From research to practice? Natural Reviews Neuroscience, 7, 406–413. https://doi.org/10.1038/nrn1907
  • Gough, D., Tripney, J., Kenny, C., & Buk-Berge, E. (2011). Evidence informed policy in education in Europe: EIPEE final project report. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
  • Hammersley, M. (2001, September). Some questions about evidence-based practice in education. [Paper presentation]. Annual Conference of the British Educational Research Association, University of Leeds, England. http://www.leeds.ac.uk/educol/documents/00001819.htm
  • Hammersley, M. (2005). The myth of research‐based practice: The critical case of educational inquiry. International Journal of Social Research Methodology, 8, 317–330. http://doi.org/10.1080/1364557042000232844
  • Hammersley-Fletcher, L., Lewin, C., with Davies, C., Duggan, J., Rowley, H., & Spink, E. (2015). Evidence-based teaching: Advancing capability and capacity for enquiry in schools: Interim report.
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Honig, M. I. (2004). The new middle management: Intermediary organizations in education policy implementation. Educational Evaluation and Policy Analysis, 26, 65–87. https://doi.org/10.3102/01623737026001065
  • Hyatt, K. J. (2007). Brain Gym. Building stronger brains or wishful thinking? Remedial and Special Education, 28, 117–124. https://doi.org/10.1177/07419325070280020201
  • Jones, M. L. (2009). A study of novice special educators’ views of evidence-based practices. Teacher Education and Special Education, 32, 101–120. https://doi.org/10.1177/0888406409333777
  • Landrum, T. J., Cook, B. G., Tankersley, M., & Fitzgerald, S. (2002). Teacher perceptions of the trustworthiness, usability, and accessibility of information from different sources. Remedial and Special Education, 23, 42–48. https://doi.org/10.1177/074193250202300106
  • LaPointe-McEwan, D., DeLuca, C., & Klinger, D. A. (2017). Supporting evidence use in networked professional learning: The role of the middle leader. Educational Research, 59, 136–153. http://doi.org/10.1080/00131881.2017.1304346
  • Levin, B. (2004). Making research matter more. Education Policy Analysis Archives, 12, Article 56. https://epaa.asu.edu/ojs/article/view/211
  • Levin, B. (2010). Leadership for evidence-informed education. School Leadership & Management, 30, 303–315. https://doi.org/10.1080/13632434.2010.497483
  • Levin, B. (2011). Mobilizing research knowledge in education. London Review of Education, 9, 15–26. https://doi.org/10.1080/14748460.2011.550431
  • Levin, B. (2013). To know is not enough: Research knowledge and its use. Review of Education, 1, 2–31. https://doi.org/10.1002/rev3.3001
  • Marzano, R. J. (1998) A theory-based meta-analysis of research on instruction. Mid-Continent Research for Education and Learning.
  • National Research Council (2002). Scientific research in education (Shavelson, R. J. & Towne, L., Eds.). The National Academies Press. https://doi.org/10.17226/10236
  • Nelson, J., & Campbell, C. (2017). Evidence-informed practice in education: Meanings and applications. Educational Research, 59, 127–135. https://doi.org/10.1080/00131881.2017.1314115
  • Nelson, J., Mehta, P., Sharples, J., & Davey, C. (2017). Measuring teachers’ research engagement: Findings from a pilot study. Education Endowment Foundation & NFR. https://educationendowmentfoundation.org.uk/public/files/Evaluation/Research_Use/NFER_Research_Use_pilot_report_-_March_2017_for_publication.pdf
  • Nelson, J., & O’Beirne, C. (2014). Using evidence in the classroom: What works and why? National Fundation for Educational Research.
  • Penuel, W. R., Briggs, D. C., Davidson, K. L., Herlihy, C., Sherer, D., Hill, H. C., Farrell, C. C., & Allen, A.-R. (2016). Findings from a national survey of research use among school and district leaders. National Center for Research in Policy and Practice.
  • Procter, R. (2015). Teachers and school research practices: The gaps between the values and practices of teachers. Journal of Education for Teaching, 41, 464–477. https://doi.org/10.1080/02607476.2015.1105535
  • Rohrer, D., & Pashler, H. (2010). Reviews/Essays: Recent research on human learning challenges conventional instructional strategies. Educational Researcher, 39, 406–412. https://doi.org/10.3102/0013189X10374770
  • Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36, 12–39.Google ScholarUniversidad Complutense de Madrid Buscar en la Biblioteca Complutense
  • Sharp, C., Handscomb, G., Eames, A., Sanders, D., & Tomlinson, K. (2006). Advising research-engaged schools: A role for local authorities. National Foundation for Educational Research. https://www.nfer.ac.uk/media/1907/itr03.pdf
  • Sharples, J. (2013). Evidence for the frontline. A report for the alliance for useful evidence. Alliance for Useful Evidence. http://www.alliance4usefulevidence.org/assets/EVIDENCE-FOR-THE-FRONTLINE-FINAL-5-June-2013.pdf
  • Sin, C. H. (2008). The role of intermediaries in getting evidence into policy and practice: Some useful lessons from examining consultancy-client relationships. Evidence & Policy, 4, 85–103. https://doi.org/10.1332/174426408783477828
  • Taylor, M. (2013). Social science teachers’ utilization of best evidence synthesis research. New Zealand Journal of Educational Studies, 48, 34–50.
  • The Education Endowment Foundation (2018, September). Teaching and learning toolkit: Feedback guidance report. https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/feedback/
  • Tseng, V., Granger, R., Seidman, E., Maynard, R., Weisner, T., & Wilcox, B. (2007). Studying the use of research evidence in policy and practice. The William T Grant Foundation.
  • Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3, Article 2 http://doi.org/10.1186/s41235-017-0087-y
  • Wiliam, D., Lee, C., Harrison, C., & Black, P. J. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education Principles Policy and Practice, 11, 49–65. https://doi.org/10.1080/0969594042000208994
  • Williams, D., & Coles, L. (2007). Teachers’ approaches to finding and using research evidence: An information literacy perspective. Educational Research, 49, 185–206. https://doi.org/10.1080/00131880701369719
  • Winch, C., Oancea, A., & Orchard, J. (2015). The contribution of educational research to teachers’ professional learning: Philosophical understandings. Oxford Review of Education, 41, 202–216. https://doi.org/10.1080/03054985.2015.1017406
Fuente de los datos: Dialnet