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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 0000-0002-1050-7433), Anna Beck (ORCID 0000-0001-6643-3755), Susann Hofbauer (ORCID 0000-0002-1736-843X)
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
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  Data: Comparing School Leaders' Experiences of Research Use in England, Scotland and Germany
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  Data: <searchLink fieldCode="AR" term="%22Peter+Kelly%22">Peter Kelly</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1050-7433">0000-0002-1050-7433</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+Beck%22">Anna Beck</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6643-3755">0000-0001-6643-3755</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susann+Hofbauer%22">Susann Hofbauer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1736-843X">0000-0002-1736-843X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Education%22"><i>Review of Education</i></searchLink>. 2025 13(1).
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  Data: 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
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  Data: Y
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  Data: 29
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Utilization%22">Research Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Government+School+Relationship%22">Government School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Research+and+Development%22">Research and Development</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Education%22">Comparative Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Schools%22">Special Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Areas%22">Urban Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Economically+Disadvantaged%22">Economically Disadvantaged</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28Scotland%29%22">United Kingdom (Scotland)</searchLink><br /><searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 10.1002/rev3.70058
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  Data: 2049-6613
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1468428
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        Value: 10.1002/rev3.70058
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      – Text: English
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        PageCount: 29
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Administrators
        Type: general
      – SubjectFull: School Administration
        Type: general
      – SubjectFull: Research Utilization
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      – SubjectFull: Government School Relationship
        Type: general
      – SubjectFull: Research and Development
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      – SubjectFull: Theory Practice Relationship
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      – SubjectFull: Educational Attainment
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Educational Policy
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      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Comparative Education
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Secondary Schools
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      – SubjectFull: Special Schools
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      – SubjectFull: Urban Areas
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      – SubjectFull: Economically Disadvantaged
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      – SubjectFull: United Kingdom (England)
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      – SubjectFull: United Kingdom (Scotland)
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      – SubjectFull: Germany
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      – TitleFull: Comparing School Leaders' Experiences of Research Use in England, Scotland and Germany
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              Y: 2025
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