Developing a systems‐based approach to research use in education

Maxwell, Bronwen; Sharples, Jonathan; Coldwell, Michael

doi:10.1002/rev3.3368

Cited by 3 publications

(3 citation statements)

References 39 publications

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“…Perhaps most importantly, expectations assume that schools and educators have the capacity to find, access, interpret, and take up findings from research in their policies and practices. Empirical studies, discussed later in this paper, consistently reveal that evidence use is a multifaceted, complex practice [5], influenced by various organizational conditions. Additionally, many aspects of capacity are important for supporting evidence-informed improvement, including individuals' knowledge, skills, and beliefs, as are schools' norms, culture, structure, and leadership.…”

Section: Introductionmentioning

confidence: 77%

The Use of Research in Schools: Principals’ Capacity and Contributions

Farley-Ripple

2024

Education Sciences

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Policy expectations for the role of research evidence in educational decision-making have grown exponentially in the U.S. and globally, yet there has been limited attention to school capacity to engage in evidence-informed improvement. In this paper, I address this gap by first conceptualizing principal leadership for evidence use and, second, use this conceptual lens to examine large-scale survey data about school evidence use practices and capacity. Drawing on data from a national survey of more than 4000 educators in 134 schools in the US, I explore school practices and capacity to use research and surface opportunities and needs for principal leadership in evidence-informed improvement. Findings suggest that there is an opportunity to improve the role of research in school improvement decision-making, and that principals may contribute to school capacity in specific ways that relate to developing human capital, influencing culture, leveraging resources, and shaping decision-making. Data reveal moderate evidence of research use in agenda setting and of organizational routines that support research use, but lack of uptake of those routines for research use as well as limited investment in resources (e.g., time). Further, decision-making was distributed across a wide range of improvement initiatives, with evidence of a lack of clarity about goals. Although principals report confidence and experience with using research, overall school staff also reported limited experience with prior research, including coursework or participation in research, and low confidence in critically consuming research. Implications point to the need to strengthen principals’ own evidence use capacity as well as focus on dimensions school capacity as part of evidence use initiatives. Recommendations suggest strategies for developing principals’ knowledge and skills around leadership for evidence-informed improvement.

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Section: Introductionmentioning

confidence: 77%

The Use of Research in Schools: Principals’ Capacity and Contributions

Farley-Ripple

2024

Education Sciences

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“…Although it is almost impossible to draw a line between what happens inside an institution such as a secondary school and the policy, regulatory, social, economic and theoretical forces that shape it, each school exists within and contributes to this broader environment, responds and adapts to it, and is in part its product. The context of the broader environment may apply equally to schools within the same region, but their internal characteristics will produce an individual response that evolves with the internal and external dynamics of these interacting complex systems (Jacobson et al., 2019; Maxwell et al., 2022).…”

Section: Framing the Examination Of Failure: Developing Context Categ...mentioning

confidence: 99%

Learning from failure: A context‐informed perspective on RCTs

Coldwell,

Moore

2024

British Educational Res J

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Discussions of randomised controlled trials (RCTs) in education that do not show an impact regularly focus on the intervention and how it failed to impact on expected measures, with typologies identifying persistent critical points of failure. This paper uses one such RCT—the Integrating English programme—to exemplify the application of a new model to explain failure in RCTs. To do so, the paper develops a set of categories of context drawing on the wider social evaluation field: backdrop, design, operation and interpretation. Thus, the paper exposes critical weak points in the commission and interpretation, as well as the implementation, of an RCT. Our aim is to work towards more robust evaluations by demonstrating that it is not simply the programme design, implementation and evaluation that can contribute to a lack of impact; there can be more fundamental system issues at play.

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“…The social and intellectual cultural capital within pesantren forms the foundation for the existing educational systems and patterns. These educational systems and patterns have evolved from a matured culture with its distinct characteristics (Maxwell et al, 2022). The process of cultural formation results from continuous practices that shape a pattern (Barrio, 2021).…”

Section: Introductionmentioning

confidence: 99%

Dynamics of Religious Thought in Pesantrens in Indonesia: Between Radicalism, Moderation, and Liberalism

Khoiriyah,

Noor,

Ibrahim

2024

alulya

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This research aims to track the evolution of thought and religious movements in Islamic boarding schools (pesantren) within the era of globalization. The approach employed in this study is literature review. The findings from this research indicate that radicalism and liberalism within a pesantren are greatly influenced by its leaders, whether they are the owners, kyai (religious leaders), or senior students (santri). If the leaders of a pesantren tend towards radical views, then the pesantren and its students are likely to also hold radical perspectives. Conversely, if the leaders maintain moderate attitudes, the pesantren and its students are inclined towards moderation, and in certain situations and times, may even lean towards liberalism. In the context of globalization, pesantren in Indonesia are no longer entirely dominated by traditional or fundamental-radical groups. New pesantrens established by other Islamic groups have altered the landscape of pesantren, each with its unique identity. This illustrates changes in the face and mindset of pesantren, which have become increasingly diverse over time due to the influence of globalization.

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Developing a systems‐based approach to research use in education

Cited by 3 publications

References 39 publications

The Use of Research in Schools: Principals’ Capacity and Contributions

The Use of Research in Schools: Principals’ Capacity and Contributions

Learning from failure: A context‐informed perspective on RCTs

Dynamics of Religious Thought in Pesantrens in Indonesia: Between Radicalism, Moderation, and Liberalism

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