Comparing School Leaders' Experiences of Research Use in England, Scotland and Germany
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| Title: | Comparing School Leaders' Experiences of Research Use in England, Scotland and Germany |
|---|---|
| Language: | English |
| Authors: | Peter Kelly (ORCID |
| Source: | Review of Education. 2025 13(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Foreign Countries, Administrators, School Administration, Research Utilization, Government School Relationship, Research and Development, Theory Practice Relationship, Educational Attainment, Educational Improvement, Educational Policy, Administrator Attitudes, Comparative Education, Elementary Schools, Secondary Schools, Special Schools, Urban Areas, Economically Disadvantaged |
| Geographic Terms: | United Kingdom (England), United Kingdom (Scotland), Germany |
| DOI: | 10.1002/rev3.70058 |
| ISSN: | 2049-6613 |
| Abstract: | In some countries it is common for policy makers to advocate research use by practitioners as a means to bring about school development. Yet, despite their increasing sophistication, the enactment of protocols for using research is problematic and, even in optimal environments, practitioners have difficulty mobilising research findings to improve student attainment. In this study, we consider school leaders' engagement with research, brokered by various intermediaries, in three countries where policy and practice differ. We explore research engagement through documentary analyses and in-depth interviews with school leaders from equivalent phase schools. Results suggest school leaders' experiences of research use are shaped by political contexts and strongly framed by education governance processes. These conclusions are, however, tentative and invite further investigation. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468428 |
| Database: | ERIC |
| Abstract: | In some countries it is common for policy makers to advocate research use by practitioners as a means to bring about school development. Yet, despite their increasing sophistication, the enactment of protocols for using research is problematic and, even in optimal environments, practitioners have difficulty mobilising research findings to improve student attainment. In this study, we consider school leaders' engagement with research, brokered by various intermediaries, in three countries where policy and practice differ. We explore research engagement through documentary analyses and in-depth interviews with school leaders from equivalent phase schools. Results suggest school leaders' experiences of research use are shaped by political contexts and strongly framed by education governance processes. These conclusions are, however, tentative and invite further investigation. |
|---|---|
| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70058 |
