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The journey from educational research to classroom practice
We consider what is known about the potential internal processes involved when educators come to use research findings in their classroom practice. We undertook a conceptual review drawing on a range of disciplines, with findings ultimately categorised under 6 phases regarding research uptake and im...
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| Format: | Default Article |
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2024
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| Online Access: | https://hdl.handle.net/2134/27888684.v1 |
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| _version_ | 1818176547909009408 |
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| author | Paul Howard-Jones Bethany Woollacott Camilla Gilmore |
| author_facet | Paul Howard-Jones Bethany Woollacott Camilla Gilmore |
| author_sort | Paul Howard-Jones (8434844) |
| collection | Figshare |
| description | We consider what is known about the potential internal processes involved when educators come to use research findings in their classroom practice. We undertook a conceptual review drawing on a range of disciplines, with findings ultimately categorised under 6 phases regarding research uptake and implementation. This categorisation provides a structure for acquiring explanatory insight into different approaches to fostering research utilisation. Findings are summarised in the form of questions to prompt reflection by educators and researchers on each phase when planning to bridge the research-practice gap. Illustrative examples are provided of how these questions might offer insight into the success or otherwise of such ventures. Areas are highlighted where further research would strengthen and develop current understanding of the processes involved in educators’ utilization of research. |
| format | Default Article |
| id | rr-article-27888684 |
| institution | Loughborough University |
| publishDate | 2024 |
| record_format | Figshare |
| spelling | rr-article-278886842024-11-28T00:00:00Z The journey from educational research to classroom practice Paul Howard-Jones (8434844) Bethany Woollacott (12887594) Camilla Gilmore (1256451) Curriculum and pedagogy Education systems Specialist studies in education Education Professional Development Teacher Education Educational Research Classroom <p dir="ltr">We consider what is known about the potential internal processes involved when educators come to use research findings in their classroom practice. We undertook a conceptual review drawing on a range of disciplines, with findings ultimately categorised under 6 phases regarding research uptake and implementation. This categorisation provides a structure for acquiring explanatory insight into different approaches to fostering research utilisation. Findings are summarised in the form of questions to prompt reflection by educators and researchers on each phase when planning to bridge the research-practice gap. Illustrative examples are provided of how these questions might offer insight into the success or otherwise of such ventures. Areas are highlighted where further research would strengthen and develop current understanding of the processes involved in educators’ utilization of research.</p> 2024-11-28T00:00:00Z Text Journal contribution 2134/27888684.v1 https://figshare.com/articles/journal_contribution/The_journey_from_educational_research_to_classroom_practice/27888684 CC BY 4.0 |
| spellingShingle | Curriculum and pedagogy Education systems Specialist studies in education Education Professional Development Teacher Education Educational Research Classroom Paul Howard-Jones Bethany Woollacott Camilla Gilmore The journey from educational research to classroom practice |
| title | The journey from educational research to classroom practice |
| title_full | The journey from educational research to classroom practice |
| title_fullStr | The journey from educational research to classroom practice |
| title_full_unstemmed | The journey from educational research to classroom practice |
| title_short | The journey from educational research to classroom practice |
| title_sort | journey from educational research to classroom practice |
| topic | Curriculum and pedagogy Education systems Specialist studies in education Education Professional Development Teacher Education Educational Research Classroom |
| url | https://hdl.handle.net/2134/27888684.v1 |