What is the research brokerage role that can be played by social relationships? Learning from a quantitative study from England

Christopher David Brown

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract

Research-informed teaching practice refers to the use of research evidence by educators to improve teaching and learning and, as a result, outcomes for students. The use of research by teachers is considered both beneficial and desirable. As a result, research-informed teaching should be both encouraged and facilitated. Brokerage can support teachers’ use of research but the within-school conditions must be right for such brokerage to be successful. In light of the increasing focus on social influence as a driver of behaviour/behavioural change, with this Chapter I examine the extent to which social-influence affects teachers’ take-up of research. Furthermore, I also examine the relative importance of social influence compared to other factors known to positively affect research use: (1) teachers’ perceptions as to whether they work in a trusting work environment; (2) perceptions as to whether school leaders’ encourage the use of research in their schools; and (3) teachers’ perceptions regarding whether they are encouraged to innovate. To investigate the impact of social influence on teachers’ research-use, a regression model using survey and social network data from 389 teachers from 42 primary schools in England was constructed.
Original languageEnglish
Title of host publicationThe Role of Knowledge Brokers in Education
Subtitle of host publicationConnecting the Dots Between Research and Practice
EditorsJoel Malin, Chris Brown
PublisherRoutledge
Chapter8
Number of pages15
Edition1st
ISBN (Electronic)9780429462436
ISBN (Print)9781138616141, 9781138616134
DOIs
Publication statusPublished - 7 Aug 2019

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