Bounded decision-making, teachers’ reflection, and organisational learning: how research can inform teachers and teaching

Tim Cain, Sue Brindley, Christopher David Brown, Gary Jones, Fran Riga

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Abstract

Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how research can contribute to practitioners’ thinking: specifically, our framework proposes that research can inform bounded decision-making, teachers’ reflection, and organisational learning. Practitioners can also use research without being aware that they are doing so. We argue that this conceptualisation of research use has potential to inform researchers and practitioners.
Original languageEnglish
JournalBritish Educational Research Journal
Early online date28 Jun 2019
DOIs
Publication statusEarly online - 28 Jun 2019

Keywords

  • research utilisation
  • research-informed practice
  • teachers
  • schools

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