La Administración y el profesoradoprácticas educativas basadas en la evidencia

  1. Daniel Pattier 1
  2. Patricia Olmos Rueda 2
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universitat Autònoma de Barcelona
    info

    Universitat Autònoma de Barcelona

    Barcelona, España

    ROR https://ror.org/052g8jq94

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2021

Issue: 392

Pages: 35-62

Type: Article

DOI: 10.4438/1988-592X-RE-2021-392-478 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Abstract

In the implementation, by teachers, of evidence-based educational practices, the Administration and national and international educational organizations have a fundamental role as generators of educational policies, regulations, reports and procedures for financing and incentives. Considering this, our research aims to study whether these types of institutions are true benchmarks for teachers in terms of the implementation of evidence-based educational practices, and to offer basic guidelines for improving the quantity and quality of these practices by teachers. For this, a quantitative study is developed through a questionnaire carried out to 462 teachers in Spain (Barcelona and Community of Madrid) in the Kindergarden and Elementary School stages. The results show that public administration and national and international organizations are not references for teachers when implementing evidence-based practices and are not sources of information that they consider relevant. We also identify the age and ownership factor of the educational center as significant variables regarding the relevance of these agents. We conclude that these institutions should modify their procedures to meet the concrete reality of teachers and improve their impact and reference level to promote evidence-based educational practices in schools. For this reason, we propose some basic guidelines, based on the responses of the teachers in our sample, which can serve, both for the Administration and for national or international organizations in the educational field, as a guide for improvement. Among them, it highlights the need for reports and communication by these agents with teachers to offer adequate contextualization, an affordable presentation of information, or the use of practical examples that favor the implementation of these practices.

€ View funding

Funding information

(1) This work was supported by the Ministerio de Economía y Competitividad (MINECO) of Spain

Funders

Bibliographic References

  • Anwaruddin, S. M. (2015). Teachers’ engagement with educational research: Toward a conceptual framework for locally-based interpretive communities. Education Policy Analysis Archives, 23(40), 1-25. doi:10.14507/epaa.v23.1776
  • Bathgate, M. E., Aragón, O. R., Cavanagh, A., Waterhouse, J. F., & Graham, M. J. (2019). Perceived supports and evidence-based teaching in college. International Journal of STEM Education, 6(1), 1-14. doi:10.1186/s40594-019-0166-3
  • Bell, M., Cordingley, P., Isham., C., & Davis., R. (2010). Report of Professional Practitioner Use of Research Review: Practitioner engagement in and/or with research. Coventry: CUREE, GTCE, LSIS & NTRP. Recuperado de: http://www.curee.co.uk/node/2303
  • Biesta, G. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1-22. doi:10.1111/j.1741-5446.2006.00241.x
  • Biesta, G. J. (2010). Why ‘what works’ still won’t work: From evidencebased education to value-based education. Studies in Philosophy and Education, 29(5), 491-503. doi:10.1007/s11217-010-9191-x
  • Böhm, F., Arlette, D., & Riiheläinen, J. M. (2017). Support Mechanisms for Evidence-Based Policy-Making in Education. Eurydice Report. Education, Audiovisual and Culture Executive Agency, European Commission. Recuperado de: https://eacea.ec.europa.eu/national- -policies/eurydice/content/support-mechanisms-evidence-based-policy- making-education_en
  • Brew, A. & Mantai, L. (2017). Academics’ perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education, 22(5), 551-568. doi:10.1080 /13562517.2016.1273216
  • Brown, C. (2017). Further exploring the rationality of evidence informed practice: A semiotic analysis of the perspectives of a school federation. International Journal of Educational Research, 82, 28-39. doi:10.1016/j.ijer.2017.01.001
  • Brown, C., Daly, A., & Liou, Y. H. (2016). Improving trust, improving schools. Journal of Professional Capital and Community, 1(1), 69-91. doi:10.1108/JPCC-09-2015-0004
  • Brown, C., Schildkamp, K., & Hubers, M. D. (2017). Combining the best of two worlds: A conceptual proposal for evidence-informed school improvement. Educational research, 59(2), 154-172. doi:10.1080/001 31881.2017.1304327
  • Brown, C. & Zhang, D. (2017). How can school leaders establish evidence- informed schools: An analysis of the effectiveness of potential school policy levers. Educational Management Administration & Leadership, 45(3), 382-401. doi:10.1177/1741143215617946
  • Campbell, C. (2016). Supporting Teachers as a Profession of Knowledge Developers and Mobilisers. Education Today, 66(2), 5-20. Recuperado de: http://www.claimyourcollege.org/wp-content/uploads/2016/06/ Carol-Campbell-final.pdf
  • Campbell, C., Pollock, K., Briscoe, P., Carr-Harris, S., & Tuters, S. (2017). Developing a knowledge network for applied education research to mobilise evidence in and for educational practice. Educational Research, 59(2), 209-227. doi:10.1080/00131881.2017.1310364
  • Cartwright, N. (2019). What is meant by “rigour” in evidence-based educational policy and what’s so good about it? Educational Research and Evaluation, 25(1-2), 63-80. doi:10.1080/13803611.2019.1617990
  • Cherney, A., Povey, J., Head, B., Boreham, P., & Ferguson, M. (2012). What influences the utilisation of educational research by policy-makers and practitioners? - The perspectives of academic educational researchers. International Journal of Educational Research, 56, 23-34. doi:10.1016/j.ijer.2012.08.001
  • Cook, B. G., Collins, L. W., Cook, S. C., & Cook, L. (2020). Evidence- Based Reviews: How Evidence-Based Practices are Systematically Identified. Learning Disabilities Research & Practice, 35(1), 6-13. doi:10.1111/ldrp.12213
  • Cooper, A., Klinger, D. A., & McAdie, P. (2017). What do teachers need? An exploration of evidence-informed practice for classroom assessment in Ontario. Educational Research, 59(2), 190-208. doi:10.1080/ 00131881.2017.1310392
  • De la Orden, A. (2007). El nuevo horizonte de la investigación pedagógica. Revista Electrónica de Investigación Educativa, 9(1), 1-22.
  • De la Orden (2014). La investigación educativa en España: antecedentes y perspectiva. Participación Educativa, 3(5), 33-42.
  • Detrich, R. & Keyworth, R. (2016). Leveraging Evidence-based Practices: From Policy to Action. Learning Disabilities: A Contemporary Journal, 14(2), 121-142. Recuperado de: https://files.eric.ed.gov/fulltext/EJ1118515.pdf
  • Easton, J. Q. (2010). Five Big Ideas for IES. Speech Presented at the American Association of Colleges for Teacher Education (AACTE) Conference, Atlanta, GA, 20 febrero. Recuperado de: https://ies.ed.gov/director/ pdf/easton022010.pdf
  • Godfrey, D. (2017). What is the proposed role of research evidence in England’s ‘self-improving’school system? Oxford Review of Education, 43(4), 433-446. doi:10.1080/03054985.2017.1329718
  • Gough, D. (2013). Knowledge Mobilisation in Education in England. En B. Levin, J. Qi, H. Edelstein, & J. Sohn (Eds.), The Impact of Research in Education (pp. 65-84). Bristol: The Policy Press.
  • Hattie, J. (2015). What works best in education: The politics of collaborative expertise. London: Pearson.
  • Ion, G. & Iucu, R. (2014). Professionals’ perceptions about the use of research in educational practice. European Journal of Higher Education, 4(4), 334-347. doi:10.1080/21568235.2014.899154
  • Katz, S. & Earl, L. (2010). Learning about Networked Learning Communities. School Effectiveness and School Improvement, 21(1), 27-51. doi:10.1080/09243450903569718
  • 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(2), 136-153. doi:10.1080/00131881. 2017.1304346
  • La Velle, L. (2015). Translational research and knowledge mobilisation in teacher education: towards a ‘clinical’, evidence-based profession? Journal of Education for Teaching, 41(5), 460-463. doi:10.1080/0260 7476.2015.1105534
  • Mendel, J. (2018). Unpublished policy trials, the risk of false discoveries and the persistence of authority-based policy. Evidence & Policy: A Journal of Research, Debate and Practice, 14(2), 323-334. doi:10.1332 /174426416x14779397727921
  • Nelson, J. & O’ Beirne, C. (2014). Using Evidence in the Classroom: What Works and Why? Slough: NFER. Recuperado de: https://www.nfer. ac.uk/publications/impa01/impa01.pdf
  • Nelson, J., Mehta, P., Sharples, J., & Davey, C. (2017). Measuring Teachers’ Research Engagement: Finding from a pilot study (Report and Executive Summary, March 2017). Millbank: Education Endowment Foundation. Recuperado de: https://educationendowmentfoundation.org.uk/ public/files/Evaluation/Research_Use/NFER_Research_Use_pilot_report_-_ March_2017_for_publication.pdf
  • OECD (2001). New Zealand´s Educational Research and Development Systems. Background report. Recuperado de: http://www.oecd.org/ newzealand/2664670.pdf
  • OECD (2002). Educational Research and Development in England. Recuperado de: http://www.oecd.org/unitedkingdom/1837550.pdf
  • OECD (2007). National Review of Educational R&D: Switzerland. Recuperado de: http://www.oecd.org/education/ceri/38011677.pdf
  • OECD (2020). STIP Covid-19 Watch. OECD Survey on the science and innovation policy responses to coronavirus (Covid-19). Recuperado de: https://stip.oecd.org/Covid.html
  • Penuel, W.R., Allen, A.R., Coburn, C.E., & Farrell, C. (2015). Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries. Journal of Education for Students Placed at Risk ( JESPAR), 20(1-2), 182-197. doi:10.1080/10824669.2014.988334
  • Penuel, W.R., Briggs, D. C., Davidson, K. L, Herlihy, C., Sherer, D., Hill, H. C.,…Allen, A. R. (2016). Findings from a national survey of research use among school and district leaders (Technical Report No. 1). Boulder, CO: National Center for Research in Policy and Practice. Recuperado de: http://ncrpp.org/assets/documents/NCRPP_Technical- Report-1_National-Survey-of-Research-Use.pdf
  • Perinés, H. (2018). ¿Por qué la investigación educativa no impacta en la práctica docente? Estudios sobre Educación, 34, 9-27. doi: 10.15581/004.34.9-27
  • Philpott, C. (2017). Medical models for teachers’ learning: asking for a second opinion. Journal of Education for Teaching, 43(1), 20-31. doi: 10.1080/03081087.2016.1251088
  • Powell, A., Davies, H., & Nutley, S. (2017). Missing in action? The role of the knowledge mobilisation literature in developing knowledge mobilisation practices. Evidence & Policy: A Journal of Research, Debate and Practice, 13(2), 201-223. doi:10.1332/174426416x14534671325644
  • Sáez, F. T., Robles, A. S., & Vázquez, A. G. (2020). Claves de la innovación educativa en España desde la perspectiva de los centros innovadores: una investigación cualitativa. Participación educativa, 7(10), 49-60.
  • Sanz-Moreno, A. (2014). Hacia una normativa educativa basada en evidencias. La guía de la investigación y de la evaluación. Participación educativa, 3(5), 7-15. Recuperado de: http://ntic.educacion.es/cee/ revista/pdfs/n5art_angel_sanz.pdf
  • Shadle, S. E., Marker, A., & Earl, B. (2017). Faculty drivers and barriers: Laying the groundwork for undergraduate STEM education reform in academic departments. International Journal of STEM Education, 4(8), 1-13. doi:10.1186/s40594-017-0062-7
  • Sharples, J. (2013). Evidence for the Frontline. London: Alliance for Useful Evidence. Recuperado de: http://www.alliance4usefulevidence. org/assets/EVIDENCE-FOR-THE-FRONTLINE-FINAL-5-June-2013.pdf
  • Vanderlinde, R. & Van Braak, J. (2010). The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective. Computers & Education, 55(2), 541- 553. doi:10.1016/j.compedu.2010.02.016
  • Villar, J. M. S. (2018). Inversión educativa y contracción del Estado del Bienestar: un análisis del contexto autonómico tras la crisis sistémica de 2008. Revista Complutense de Educación, 29(4), 1309-1325. doi:10.5209/rced.55403
Data source: Dialnet