Brown, C;
(2017)
Exploring the rationality of evidence-informed practice: a semiotic analysis of the perspectives of a school federation.
International Journal of Educational Research
, 82
pp. 28-39.
10.1016/j.ijer.2017.01.001.
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Abstract
This paper examines the rationality of evidence-informed practice (EIP) It presents pre intervention empirical evidence to provide an indication of what might facilitate more effective research-to-practice connections. The analysis is framed by two theoretical perspectives: 1) optimal rationality, and 2) semiotics. These perspectives are used to explore what evidence-use means to teachers, why they do or do not seek to use evidence to improve teaching and how these positions might be shifted in favour of more evidence informed approaches. Interviews were conducted with 15 teachers (the entirety of the teaching staff). Findings suggest that teachers need practical experience of EIP to engage with it, but they also need encouragement and support in relation to networked collaboration if EIP is to move out of individual classrooms and become a cultural norm at the level of the school/federation.
| Type: | Article |
|---|---|
| Title: | Exploring the rationality of evidence-informed practice: a semiotic analysis of the perspectives of a school federation |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.ijer.2017.01.001 |
| Publisher version: | https://doi.org/10.1016/j.ijer.2017.01.001 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Evidence-informed practice; Research use; Knowledge mobilisation; Optimal rationality; Semiotics |
| UCL classification: | UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/1534667 |
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