Climates of trust, innovation, and research use in fostering evidence-informed practice in French schools
Climates of trust, innovation, and research use in fostering evidence-informed practice in French schools
In France as elsewhere, various arguments suggest that evidence-informed practice (EIP) in education may positively impact student outcomes. However, while these arguments are beginning to mature in countries such as England, uptake of EIP theories in the French context is still nascent. The study presented in this paper seeks to address this knowledge gap. Findings suggest that French school staff generally believe that research evidence could inform educational practices as well as school organization at large. A trusting environment was positively associated with positive perceptions of EIP, but it is relatively less important than a school climate that encourages and supports research use. An interesting challenge for school leaders is how to establish cultures of research use and of innovation.
Evidence-informed practice, Innovation, Leadership, Research use, Trust
Gaussel, Marie
7c7477c8-30a2-4a08-8201-f9287075725b
MacGregor, Stephen
59ed2374-a7c9-4fc9-a1e7-ed9598354e11
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Piedfer-Quêney, Lucile
64a04d59-aa2b-47ab-a672-62edc7165648
13 June 2021
Gaussel, Marie
7c7477c8-30a2-4a08-8201-f9287075725b
MacGregor, Stephen
59ed2374-a7c9-4fc9-a1e7-ed9598354e11
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Piedfer-Quêney, Lucile
64a04d59-aa2b-47ab-a672-62edc7165648
Gaussel, Marie, MacGregor, Stephen, Brown, Chris and Piedfer-Quêney, Lucile
(2021)
Climates of trust, innovation, and research use in fostering evidence-informed practice in French schools.
International Journal of Educational Research, 109, [101810].
(doi:10.1016/j.ijer.2021.101810).
Abstract
In France as elsewhere, various arguments suggest that evidence-informed practice (EIP) in education may positively impact student outcomes. However, while these arguments are beginning to mature in countries such as England, uptake of EIP theories in the French context is still nascent. The study presented in this paper seeks to address this knowledge gap. Findings suggest that French school staff generally believe that research evidence could inform educational practices as well as school organization at large. A trusting environment was positively associated with positive perceptions of EIP, but it is relatively less important than a school climate that encourages and supports research use. An interesting challenge for school leaders is how to establish cultures of research use and of innovation.
Text
1-s2.0-S088303552100080X-main
- Version of Record
More information
Accepted/In Press date: 23 April 2021
e-pub ahead of print date: 13 June 2021
Published date: 13 June 2021
Keywords:
Evidence-informed practice, Innovation, Leadership, Research use, Trust
Identifiers
Local EPrints ID: 483877
URI: http://eprints.soton.ac.uk/id/eprint/483877
ISSN: 0883-0355
PURE UUID: 857ce127-b6f1-401a-8517-a9de8dcffc57
Catalogue record
Date deposited: 07 Nov 2023 18:03
Last modified: 18 Mar 2024 04:16
Export record
Altmetrics
Contributors
Author:
Marie Gaussel
Author:
Stephen MacGregor
Author:
Chris Brown
Author:
Lucile Piedfer-Quêney
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics