The Library
Facilitating research-informed educational practice for inclusion : survey findings from 147 teachers and school leaders in England
Tools
Brown, Chris, MacGregor, Stephen, Flood, Jane and Malin, Joel (2022) Facilitating research-informed educational practice for inclusion : survey findings from 147 teachers and school leaders in England. Frontiers in Education, 7 . 890832. doi:10.3389/feduc.2022.890832 ISSN 0190-5848.
Research output not available from this repository.
Request-a-Copy directly from author or use local Library Get it For Me service.
Official URL: http://dx.doi.org/10.3389/feduc.2022.890832
Abstract
This paper considers the engagement by teachers and school leaders in England in educational practices that are both ‘research-informed’ and supportive of inclusive education. We do so by seeking to understand the benefits, costs, and signifying factors these educators associate with research-use. In undertaking the study, we first worked to develop and refine a survey instrument (the ‘Research-Use BCS survey’) that could be used to uniquely and simultaneously measure these concepts. Our survey development involved a comprehensive process that comprised: (1) a review of recent literature; (2) item pre-testing; and (3) cognitive interviews. We then administered this questionnaire to a representative sample of English educators. Although response rates were somewhat impacted by the recent COVID-19 pandemic, we achieved a sufficient number of responses (147 in total) to allow us to engage in descriptive analyses, as well as the production of classification trees. Our analysis resulted in several key findings, including that: (1) if respondents see the benefits of research, they are likely to use it (with the converse also true); (2) if educators have the needed support of their colleagues, they are more likely to use research; and (3) perceiving research-use as an activity that successful teachers and schools engage in is also associated with individual-level research use. We conclude the paper by pointing to potential interventions and strategies that might serve (at least, in the English context) to enhance research-use, so increasing the likelihood of the development and use of effective inclusive practices in schools.
Item Type: | Journal Article | ||||||
---|---|---|---|---|---|---|---|
Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||||
Journal or Publication Title: | Frontiers in Education | ||||||
Publisher: | Frontiers | ||||||
ISSN: | 0190-5848 | ||||||
Official Date: | 19 April 2022 | ||||||
Dates: |
|
||||||
Volume: | 7 | ||||||
Article Number: | 890832 | ||||||
DOI: | 10.3389/feduc.2022.890832 | ||||||
Status: | Peer Reviewed | ||||||
Publication Status: | Published | ||||||
Access rights to Published version: | Open Access (Creative Commons) |
Request changes or add full text files to a record
Repository staff actions (login required)
View Item |