Evidence use in schools and policy systems: disjunctures, shared challenges and opportunities

While there is widespread debate about what counts as quality evidence, there is very little discussion about what counts as quality use. In response, this presentation presents a conceptual framework to define and elaborate what quality use of research evidence might mean in relation to education. In particular, this paper examines the drivers, barriers, and influencing factors of evidence use (particularly research evidence) by education systems and schools. It draws from two empirical studies of evidence-use in education policy and practice. The first sought to investigate the challenges and complexities of how policymakers engage with evidence. It examined the types of evidence used, how evidence is used and the enablers and challenges of such use. The second and current empirical study is a five-year investigation into the use of research by teachers and leaders in Australian schools. The findings suggest a disjuncture between the aspirations of school systems and schools. Systems and schools also share challenges such as access to evidence and organisational barriers. Such challenges include but move beyond research uptake. The paper concludes by reflecting on certain normative aspects of good use of research evidence to guide future thinking on education systems and presents a framework for thinking about quality evidence use.