1. How do teachers use research findings to improve their practice?

2. Key issues addressed by the study This study explored: This study explored: –which features of research encouraged teachers to use research findings in their own practice –whether medical practitioners used research findings more than teachers and if so, why

3. What made teachers engage with research? The study found that there were features which motivated teachers to engage with research, including: The study found that there were features which motivated teachers to engage with research, including: direct relevance to their needs and interests direct relevance to their needs and interests illustrations of activities which helped them relate the findings to their own practice illustrations of activities which helped them relate the findings to their own practice

4. What did teachers need to engage with research? The study also found that there were certain factors which motivated teachers to engage with research, including: The study also found that there were certain factors which motivated teachers to engage with research, including: help from an expert who could support and guide them in their use of research help from an expert who could support and guide them in their use of research sufficient time to absorb and act on messages from the research sufficient time to absorb and act on messages from the research research which built on what they already knew and on their own professional interests research which built on what they already knew and on their own professional interests

5. What types of research did teachers prefer? The researchers found that practitioners preferred research that: The researchers found that practitioners preferred research that: could have a direct impact on their practice could have a direct impact on their practice could be translated into procedures that worked in their classrooms could be translated into procedures that worked in their classrooms could be indentified as having a specific purpose could be indentified as having a specific purpose When this happened teachers became open to the possibility of making changes to their classroom practice and/or thinking about their teaching in a different way When this happened teachers became open to the possibility of making changes to their classroom practice and/or thinking about their teaching in a different way

6. What barriers were there to teachers using research? Lack of access impacted on teachers because: Lack of access impacted on teachers because: they found the volume of research daunting they found the volume of research daunting they did not subscribe to or have access to academic journals they did not subscribe to or have access to academic journals Teachers also believed research: Teachers also believed research: sometimes had ambiguous results or untrustworthy findings sometimes had ambiguous results or untrustworthy findings was often full of jargon and statistics they did not understand was often full of jargon and statistics they did not understand was too theoretical, unhelpful or irrelevant to their teaching was too theoretical, unhelpful or irrelevant to their teaching

7. Collaboration between researchers and teachers The study found evidence that engaging in research did not necessarily lead to changes in practice however: The study found evidence that engaging in research did not necessarily lead to changes in practice however: the impact of research was improved when researchers collaborated with teachers the impact of research was improved when researchers collaborated with teachers research could have an impact when practitioners were involved in identifying the research focus research could have an impact when practitioners were involved in identifying the research focus teachers engagement with research increased if they were provided with a context in which they could learn strategies for improvement. teachers engagement with research increased if they were provided with a context in which they could learn strategies for improvement.

8. Collaboration between teachers Collaboration and mutual support encouraged teachers both to engage with research and to implement new practice Collaboration and mutual support encouraged teachers both to engage with research and to implement new practice ‘diffusion networks’ allowed recommendations to be spread by word of mouth and were more likely to be implemented this way ‘diffusion networks’ allowed recommendations to be spread by word of mouth and were more likely to be implemented this way However, the study found that organisational and professional culture has a more pronounced effect on the rate of changes to practice than individual practitioners However, the study found that organisational and professional culture has a more pronounced effect on the rate of changes to practice than individual practitioners

9. Was research used more widely in medicine? Education practitioners did seem less likely to use research than other professionals, but the study found little evidence to indicate medical professionals use research more effectively Education practitioners did seem less likely to use research than other professionals, but the study found little evidence to indicate medical professionals use research more effectively The study found differences between the way in which research was used in education and medicine: The study found differences between the way in which research was used in education and medicine: in medicine surgeons were more likely to use research as it was important for them to update their skills in medicine surgeons were more likely to use research as it was important for them to update their skills in education teachers were more likely to use research if undertaking postgraduate study in education teachers were more likely to use research if undertaking postgraduate study

10. What did the study involve and how was the information gathered? The study was a systematic review of research evidence The study was a systematic review of research evidence from education and medicine in USA, Canada, Australia and Europe spanning a 12 year period from education and medicine in USA, Canada, Australia and Europe spanning a 12 year period Multiple database searches revealed over 5000 references Multiple database searches revealed over 5000 references 183 were identified as relevant 183 were identified as relevant 21 research publications selected for the study 21 research publications selected for the study A best evidence approach was used prioritising findings from the best designed research A best evidence approach was used prioritising findings from the best designed research

11. How can teachers use the evidence in this study? Teachers who actively participated in research found this had positive effects on both their classroom practice and their professional development. What opportunities exist near you for dialogue and collaboration between you, colleagues and researchers? Teachers who actively participated in research found this had positive effects on both their classroom practice and their professional development. What opportunities exist near you for dialogue and collaboration between you, colleagues and researchers? Even research with clear findings may not be easy to translate into practice in your classroom. The study indicated that support from colleagues is invaluable in this process. What opportunities can you create within your school to discuss research findings with colleagues and to experiment new approaches? Who might be most supportive? Who else wants to learn with you? Even research with clear findings may not be easy to translate into practice in your classroom. The study indicated that support from colleagues is invaluable in this process. What opportunities can you create within your school to discuss research findings with colleagues and to experiment new approaches? Who might be most supportive? Who else wants to learn with you?

12. How can school leaders use the evidence in this study? To what extent does the culture in your schools facilitate the use of research? Is it open to new ideas? To what extent does the culture in your schools facilitate the use of research? Is it open to new ideas? Do you share research findings as a staff and discuss implications for classroom practice? Do you share research findings as a staff and discuss implications for classroom practice? Do you allocate time for staff to observe and learn from each other and to plan collaboratively? Would looking at relevant research enhance this process? Do you allocate time for staff to observe and learn from each other and to plan collaboratively? Would looking at relevant research enhance this process? Have you agreed, as a staff, what your school needs and then looked for helpful and relevant material? Have you agreed, as a staff, what your school needs and then looked for helpful and relevant material?

13. Study reference Helmsley-Brown, J. & Sharp, C. The use of research to improve professional practice: a systematic review of the literature Oxford Review of Education, Vol. 29, No. 4, December 2003.Helmsley-Brown, J. & Sharp, C. The use of research to improve professional practice: a systematic review of the literature Oxford Review of Education, Vol. 29, No. 4, December 2003.