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How School and District Leaders Access, Perceive, and Use Research

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Title: How School and District Leaders Access, Perceive, and Use Research
Language: English
Authors: Penuel, William R., Briggs, Derek C., Davidson, Kristen L., Herlihy, Corinne, Sherer, David, Hill, Heather C., Farrell, Caitlin, Allen, Anna-Ruth
Source: AERA Open. Apr-Jun 2017 3(2).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 23
Publication Date: 2017
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: 1013039/100005246
R305C140008
Document Type: Journal Articles
Reports - Research
Descriptors: Research Utilization, Administrator Attitudes, Evidence Based Practice, Organizational Culture, Educational Policy, Incidence, Educational Research, Information Sources, Social Networks, Conferences (Gatherings), Credibility
ISSN: 2332-8584
Abstract: This study examined how school and district leaders access, value, and use research. From a representative sample of school districts across the United States, we surveyed 733 school and district leaders as part of an effort to develop understanding of the prevalence of research use, the nature of leaders' attitudes toward research, and individual and organizational correlates of research use. School and district leaders alike reported frequent use of research use and generally positive attitudes toward research. Leaders reported accessing research primarily through their professional networks. Those in certain roles, those pursuing or holding an advanced degree, and those who reported a strong organizational culture of evidence use reported higher levels of research use. These findings suggest that policy efforts to promote evidence use among education leaders will be welcomed but that policy makers need to take into account the prevalence of various types of research use in designing supports for evidence use.
Abstractor: As Provided
Number of References: 65
IES Funded: Yes
Entry Date: 2018
Accession Number: EJ1194150
Database: ERIC
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  Data: How School and District Leaders Access, Perceive, and Use Research
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  Data: <searchLink fieldCode="AR" term="%22Penuel%2C+William+R%2E%22">Penuel, William R.</searchLink><br /><searchLink fieldCode="AR" term="%22Briggs%2C+Derek+C%2E%22">Briggs, Derek C.</searchLink><br /><searchLink fieldCode="AR" term="%22Davidson%2C+Kristen+L%2E%22">Davidson, Kristen L.</searchLink><br /><searchLink fieldCode="AR" term="%22Herlihy%2C+Corinne%22">Herlihy, Corinne</searchLink><br /><searchLink fieldCode="AR" term="%22Sherer%2C+David%22">Sherer, David</searchLink><br /><searchLink fieldCode="AR" term="%22Hill%2C+Heather+C%2E%22">Hill, Heather C.</searchLink><br /><searchLink fieldCode="AR" term="%22Farrell%2C+Caitlin%22">Farrell, Caitlin</searchLink><br /><searchLink fieldCode="AR" term="%22Allen%2C+Anna-Ruth%22">Allen, Anna-Ruth</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Research+Utilization%22">Research Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+Culture%22">Organizational Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Incidence%22">Incidence</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Sources%22">Information Sources</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Conferences+%28Gatherings%29%22">Conferences (Gatherings)</searchLink><br /><searchLink fieldCode="DE" term="%22Credibility%22">Credibility</searchLink>
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  Data: 2332-8584
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  Data: This study examined how school and district leaders access, value, and use research. From a representative sample of school districts across the United States, we surveyed 733 school and district leaders as part of an effort to develop understanding of the prevalence of research use, the nature of leaders' attitudes toward research, and individual and organizational correlates of research use. School and district leaders alike reported frequent use of research use and generally positive attitudes toward research. Leaders reported accessing research primarily through their professional networks. Those in certain roles, those pursuing or holding an advanced degree, and those who reported a strong organizational culture of evidence use reported higher levels of research use. These findings suggest that policy efforts to promote evidence use among education leaders will be welcomed but that policy makers need to take into account the prevalence of various types of research use in designing supports for evidence use.
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  Data: EJ1194150
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Research Utilization
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Organizational Culture
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Incidence
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Information Sources
        Type: general
      – SubjectFull: Social Networks
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      – SubjectFull: Conferences (Gatherings)
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      – SubjectFull: Credibility
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      – TitleFull: How School and District Leaders Access, Perceive, and Use Research
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