How educators and policy makers think differently about research

Policy makers are working hard to promote the use of research in education. But, does ‘research’ mean the same thing to policy makers and educators? While this question might seem basic, it’s important to know if policy makers and educators are speaking the same language.

Jennifer Lawlor, Kathryn McAlindon, Kristen Mills, Jennifer Neal and Zachary Neal

In this blog, we discuss the findings of our recent research article, ‘What is research? Educators’ conceptions and alignment with United States federal policies‘, published in Evidence & Policy, which has been awarded the 2019 Carol Weiss Prize.

It examines similarities and differences between educators’ definitions of research and the definitions used in US Federal education policy. Our findings show that educators tend to focus on the process and products of research, while policy definitions focus on data and outcomes.

Over the course of 90 interviews with educators, we began to notice patterns in the way educators defined research. This presented an opportunity to pause and ask: what differences exist in the way educators and policy makers think about research? Because US Federal policies such as No Child Left Behind (NCLB) and the Every Student Succeed Act (ESSA) encourage or mandate the use of research, the stakes are high for educators to comply. So, if educators and policy makers are on different pages about what counts as ‘research’, this can be a problem. At the same time, finding ways to bring educators’ and policy makers’ perspectives into alignment can help support collaboration between these groups.

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Beyond ‘context matters’: Learning from the African evidence community

Using Evidence cover

Ruth E. Levine

‘Wouldn’t it be great if the evidence-to-policy work we’re seeing on the rise in Africa could be visible to a wider audience?’ That was the question my colleagues at the William and Flora Hewlett Foundation and I had on our minds in 2017, seeing the creativity and resourcefulness of a host of organisations and champions from the region as they advanced a complex agenda. Now, just a few years later, the opportunity to learn from African experiences is realised in the volume Using Evidence in Policy and Practice: Lessons from Africa, edited by Ian Goldman and Mine Pabari (Routledge, 2020). The book, which both articulates a conceptual framework for thinking about the elements of a contextually-determined evidence ecosystem and presents eight case studies about diverse experiences, adds immeasurably to the literature on evidence-informed decision making.

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