Bounded decision-making, teachers’ reflection and organisational learning: how research can inform teachers and teaching
Bounded decision-making, teachers’ reflection and organisational learning: how research can inform teachers and teaching
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.
research utilisation, research-informed practice, schools, teachers
1072-1087
Cain, Tim
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Brindley, Sue
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Brown, Chris
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Jones, Gary
20da41c5-a1f3-413f-80d2-9ddee864965a
Riga, Fran
c51f41cd-58cc-4051-bd70-72cadae0b187
28 June 2019
Cain, Tim
a0049e18-d03f-4fdf-8cc0-9d9d1f3a8fc5
Brindley, Sue
e9889036-7353-4186-866d-10aaefbcde1d
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Jones, Gary
20da41c5-a1f3-413f-80d2-9ddee864965a
Riga, Fran
c51f41cd-58cc-4051-bd70-72cadae0b187
Cain, Tim, Brindley, Sue, Brown, Chris, Jones, Gary and Riga, Fran
(2019)
Bounded decision-making, teachers’ reflection and organisational learning: how research can inform teachers and teaching.
British Educational Research Journal, 45 (5), .
(doi:10.1002/berj.3551).
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.
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Published date: 28 June 2019
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© 2019 British Educational Research Association
Keywords:
research utilisation, research-informed practice, schools, teachers
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Local EPrints ID: 493685
URI: http://eprints.soton.ac.uk/id/eprint/493685
ISSN: 0141-1926
PURE UUID: c83d5cd8-17ba-43d6-8180-3dac4da516c2
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Date deposited: 10 Sep 2024 16:56
Last modified: 11 Sep 2024 02:43
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Contributors
Author:
Tim Cain
Author:
Sue Brindley
Author:
Chris Brown
Author:
Gary Jones
Author:
Fran Riga
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