Conference Agenda

Abstract: This symposium offers a global, “state-of-the-art”, picture of research informed educational practice (RIEP, e.g., Brown, Schildkamp & Hubers, 2017; Groß Ophoff, Brown & Helm, 2023), derived from the current evidence-based policy, drawing from numerous studies from across Europe addressing if, how and to what effect teachers’ engagement with academic research can be fostered. These studies are uniquely framed by the widely shared fundamental conception of evidence and data use in education as a complex, cognitive, knowledge-based problem-solving or inquiry cycle with consecutive phases that are not ensued in a linear, but rather iterative fashion (a.o. Groß Ophoff & Cramer, 2022; Schildkamp et al., 2013). In this research field, RIEP is explored on a variety of levels (e.g., data, user, context) and in different contexts of application in the educational sector (e.g., educational practice or teacher education) and draws on sociological, psychological and leadership approaches. In this connection, the differentiation between fields of research and practices allows us to understand that the diversity of publications (more scientific or more praxeological) constitutes more of a richness than a problem, on the condition that we distinguish the contexts, the purposes and the modalities of production and diffusion. Indeed, recently, several research currents have engaged in hybrid work, of a scientific nature (distanced, objectified, instrumented) but conducted in partnership with field actors (Albero, 2017). While recommendations on the use of research findings are available in abundance, it becomes more and more clear that fostering it is a truly challenging business, the very desirability of which deserves to be questioned. In response, this session provides clear implications with practical propositions and ways forward, exploring the full gamut of RIEP, from initial teacher education, to in-service professional development; and examining political and contextual factors from the systems level to the motivations of the individual teacher. The objective of this session is not only to provide a European overview of research-informed teaching practice in education, but to address the ways research findings can be mobilized, and to question the many variations of “evidence relations” in teacher education: What are they? Where does the desire to strengthen RIEP come from, what is its history? Should it be encouraged and how, under what conditions? What are the relevant conclusions on how to make teachers' engagement with research a reality? How does RIEP differ from other approaches such as evidence-based practice in education?

Significance: Although numerous studies have posited ways forward for RIEP, it is clear that fostering it is truly complex and challenging business (Brown et al., 2022; Groß Ophoff & Cramer, 2022). In response, this symposium addresses this issue in a unique manner, providing insight by exploring a variety of levels and perspectives; drawing on systems theory, sociological, psychological and leadership perspectives. It provides clear implications with practical propositions and ways forward.

Structure: The presentations will be in the order below. The chair will introduce the overall theme of the symposium. This will be followed by presentations from the other participants. The symposium will conclude with comments from the discussant and then questions from the audience.

This paper considers the engagement by teachers and school leaders in England in research informed educational practice (RIEP). Research in the area of RIEP has been criticised for being “under theorised” (e.g. Nutley et al., 2007); leading to researchers failing to consider the full range of factors influencing the research-practice gap. In response, we adopt Baudrillard’s (1968) semiotic theory of consumption, which is concerned both with consumer behaviour and the “objects” which are consumed. Specifically, how objects are “experienced” and what needs they serve in addition to those which are purely functional. The research questions addressed in this paper are: • RQ1: What potential benefit, cost and signification factors can be identified that might account for the current research-practice gap? • RQ2: Which individual and combinations of benefits, cost and signification factors appear to be most closely associated with educators’ use of research evidence? • RQ3: What implications emerge for policy and practice in terms of how to increase educators’ use of research evidence? Methods: A survey study was conducted to address these questions. To develop the survey recent literature (broadly 2010 and later) was reviewed that generally encapsulated the area of RIEP. The survey was undertaken by teachers in England. The aim of our sampling strategy was to achieve a representative sample of teaching staff, both in terms of their own individual characteristics, as well as the characteristics of the schools they work in. The survey was administered by email and a one percent response rate was achieved (approximately 250 schools). Findings: Regression analyses were used to ascertain whether the research-practice gap is caused by educators failing to perceive the benefits of engaging in RIEP; from educators believing that the costs involved with research use are too high; or from RIEP-type activity not being sufficiently desirable for them to want to engage in it. As you might expect, a range of factors emerged across each of these three areas and policy implications include the need for training and mentoring as well as coaching for school leaders to help establish RIEP within and across schools. Scholarly significance: By developing and testing a survey grounded in a strong theoretical basis, we have, for the first time, kickstarted an exploration of factors promising for “bridging” the research practice gap. The result is a richer and more nuanced understanding of what is required to achieve RIEP than has been possible from previous work.

- Baudrillard, J. (1968). The System of Objects. Verso. - Nutley, S.M., Walter, I. and Davies, H.T.O. (2007). Using evidence: How research can inform public services. The Policy Press.

In recent years, Austrian teacher education was faced with far-reaching reforms based on an expertise on the future of pedagogical professions (PädagogInnenbildung NEU) by the Austrian Ministries of Education and of Research in 2010. Therein, the recommendation was expressed that scientificity and research need to be established as constitutive elements of teacher education with the goal to support research-related attitudes and an inquiry habit of mind (Brown & Malin, 2017; Reitinger, 2013). Groß Ophoff and Cramer (2022) identify the latter “soft” aspect of research competence as the intention to use evidence, which marks the Rubicon between predecisional phase and volitional processes (Heckhausen, 1989) of RIEP. However, findings on influencing attitudinal factors and the effects of inquiry learning in teacher training (Groß Ophoff et al., 2018; Wessels et al., 2019) raise the question, to what extent this can be accomplished in teacher education: The two studies presented aimed therefore at exploring (1) how useful Austrian teacher students find research and for what, and (2) to what extent their intention to use research can be predicted by the perceived value, but also their research-related learning opportunities (RLO). Data is analysed via structural equation modelling (Muthén & Muthén, 2017). In Study 1 (Haberfellner, 2016), 295 students at two teacher training institutions were surveyed about their perception of the utility value of research evidence (e.g., for their bachelor thesis, or teaching in classrooms) and their inquiry habit of mind. Study 2 was carried out in 2021 at two institutions. 125 Teacher training students were surveyed about the same topics as in Study 1, but also about RLO (Rueß et al., 2016). Results from Study 1 indicate, that the perceived value of evidence for classroom teaching has a positive effect on the general intention to use research, even though research appears to be mainly perceived as useful for thesis writing. Student teachers’ research-related mindset could be further differentiated in Study 2, according to which they particularly show a pronounced praxeological (research averse) stance. Vice versa, only students’ research-oriented stance (orienting lesson development on scientific principles as a necessity) could be predicted by the perceived usefulness of research, but also by the extent of RLO during their studies. The results will be discussed against current developments in Austrian teacher education still faced with the challenge that the aspirations and ideas of academization come up against structures and traditions that are sometimes at odds with each other.

- Brown, C., & Malin, J. (2017). Five vital roles for school leaders in the pursuit of evidence of evidence-informed practice. Teachers College Record. - Groß Ophoff, J., & Cramer, C. (2022). The engagement of teachers and school leaders with data, evidence and research in Germany. In C. Brown & J. R. Malin (Eds.), The Emerald International Handbook of Evidence-Informed Practice in Education (pp. 175-196). Emerald. - Groß Ophoff, J., Schladitz, S., & Wirtz, M. A. (2018). Motivationale Zielorientierungen als Prädiktoren der Forschungskompetenz Studierender in den Bildungswissenschaften. Empirische Pädagogik, 32(1), 10–25. - Haberfellner, C. (2016). Der Nutzen von Forschungskompetenz im Lehramt. Eine Einschätzung aus der Sicht von Studierenden der Pädagogischen Hochschulen in Österreich. Klinkhardt. - Heckhausen, H. (1989). Motivation und Handeln (2.). Springer - Muthén, L. K., & Muthén, B. O. (2017). MPlus Version 8. Muthén & Muthén. - Reitinger, J. (2013). Forschendes Lernen. Theorie, Evaluation und Praxis in naturwissenschaftlichen Lernarrangements. - Rueß, J., Gess, C., & Deicke, W. (2016). Forschendes Lernen und forschungsbezogene Lehre–empirisch gestützte Systematisierung des Forschungsbezugs hochschulischer Lehre. Zeitschrift Für Hochschulentwicklung, 11(2), p. 23-44. - Wessels, I., Gess, C., & Deicke, W. (2019). Competence Development Through Inquiry-Based Learning. In Inquiry-Based Learning–Undergraduate Research, p. 59-69.

Objectives: Starting from a reflection on the history of statistical reason (Desrosières, 2010), this contribution questions the relevance and the conditions of the usefulness of scientific evidence in educational policy-making. Through a critical perspective of the epistemological foundations of evidence-based logic, we propose analytical tools aimed at better understanding the resistance that educational reforms regularly encounter when they are implemented. Theory: Evidence-based policy in education is part of statistical reasoning and, more directly, an extension of evidence-based medicine (EBM). It aims to rationalise educational policies and practices through the use of research results, data considered as evidence, in decision-making. In this contribution, we propose to question the transposition of the epistemological principles of these two currents to the field of education. Insofar as the educational sciences are part of the humanities and social sciences, their scientific regime is different from that of the natural sciences. The SHS are historical sciences, which are characterised by the absence of “repetition of phenomena taking place in a constant or indifferent context” and which therefore rely on evidence that is “always dependent on a singular context of observation, measurement and argumentation” (Passeron, 2001). Due to their positivist epistemology, evidence-based approaches ignore this or do not take it into account. Methods and findings: To analyse the impact of the epistemological foundations of evidence-based policies on their implementation in the schools, we draw on previous research (Draelants, 2009) carried out on the reform of the abolition of grade retention in Belgium in the 1990s. The analysis of the design processes of the reform and of semi-structured interviews with teachers allows us to identify the knowledge and evidence that are left “out” - the willful ignorance (Weisberg, 2014) - and that contribute to the resistance that puts the reform to failure and, more broadly, to the distrust of public action and the expertise on which it is based. Significance: Evidence-based policies are gaining ground in many sectors of society, including education. The originality of our proposal lies in the perspective of the design processes of educational policies based on so-called "evidence" with the epistemological foundations of the evidence-based logic to better understand the resistance often observed in the practices of professionals. Our contribution aims to provide tools for analysing educational policies and to advocate for a broader definition of the evidence to be taken into consideration in public action in education (research and practice informed policy).

Desrosières A. (2010). La Politique des grands nombres. Histoire de la raison statistique. La Découverte. Draelants H. (2009). Réforme pédagogique et légitimation. Le cas d’une politique de lutte contre le redoublement. De Boeck Université. Draelants, H., & Revaz, S. (2022). L'évidence des faits. La politique des preuves en éducation. Presses universitaires de France. Passeron, J.-C. (2001). La forme des preuves dans les sciences historiques. Revue européenne des sciences sociales, XXXIX-120, p. 31-76. Weisberg H. I. (2014). Willful Ignorance. The Mismeasure of Uncertainty. Wiley.