Research and Evidence Use in Australian Schools: Early Insights from Educators

Mark Rickinson; Joanne Gleeson; Lucas Walsh; Blake Cutler; Connie Cirkony; Mandy Salisbury

doi:10.26180/14234009

Research and Evidence Use in Australian Schools: Early Insights from Educators

Mark Rickinson, Joanne Gleeson, Lucas Walsh, Blake Cutler, Connie Cirkony, Mandy Salisbury

Research output: Book/Report › Other Report › Other

Abstract

This summary draws on quantitative findings from the Q Project's first survey of educators, which was administered online to teachers and school leaders between March - September, 2020. In total, 492 practitioners from 414 schools across four Australian states completed the survey: New South Wales, South Australia, Victoria and Queensland. The key insights are derived from the eight questions in the survey.

Original language	English
Place of Publication	Melbourne VIC Australia
Publisher	Monash University
Number of pages	12
DOIs	https://doi.org/10.26180/14234009
Publication status	Published - Mar 2021

Keywords

Educator Insights
Research Use
Evidence Use
Emerging Issues
Monash Q Project
Evidence Types
Engaging with evidence
QURE Framework

Access to Document

10.26180/14234009Licence: CC BY-NC-ND

335593575-oaFinal published version, 737 KBLicence: CC BY-NC-ND

https://www.monash.edu/education/research/projects/qproject/publicationsLicence: CC BY-NC-ND

4 Other Report
3 Other contribution
2 Abstract
2 Article
More
- 1 Chapter (Book)
- 1 Review Article

What, Why, when And How: Australian Educators' Use of Research in Schools
Walsh, L., Gleeson, J., Cutler, B., Rickinson, M., Cirkony, C. & Salisbury, M., 18 Jan 2022, Melbourne Vic Australia: Monash University. 19 p.
Research output: Book/Report › Other Report › Research

Open Access
File
How research-engaged are Australian school educators?
Gleeson, J., Walsh, L., Rickinson, M., Cutler, B., Cirkony, C. & Salisbury, M., 2 Dec 2021. 1 p.
Research output: Contribution to conference › Abstract › peer-review

Open Access
Insights from a cross-sector review on how to conceptualise the quality of use of research evidence
Rickinson, M., Cirkony, C., Walsh, L., Gleeson, J., Salisbury, M. & Boaz, A., 2021, In: Humanities & Social Sciences Communications. 8, p. 1-12 12 p., 141.
Research output: Contribution to journal › Review Article › Research › peer-review

Open Access
File

12 Citations (Scopus)

1 Finished

The Q Project: Quality Use of Evidence Driving Quality Education
Rickinson, M., Walsh, L., Smith, L., Gleeson, J., Cirkony, C., Salisbury, M. G., Cutler, B., Hall, G. & Khong, H.
1/01/19 → 30/06/24
Project: Research

Research-driven teaching requires investment beyond initial teacher education
Blake Cutler & Lucas Walsh
28/03/22
1 Media contribution
Press/Media: Article/Feature
Only 1 in 3 teachers use research evidence in the classroom – this is largely due to lack of time
Jo Gleeson, Blake Cutler, Lucas Walsh & Mark Rickinson
28/01/22
1 Media contribution
Press/Media: Article/Feature
Evidence abounds to help with COVID catch-up
Lucas Walsh & Blake Cutler
6/12/21
1 Media contribution
Press/Media: Article/Feature

Cite this

@book{5c8492da0da54844a3f28a9f0eba7ad5,

title = "Research and Evidence Use in Australian Schools: Early Insights from Educators",

abstract = "This summary draws on quantitative findings from the Q Project's first survey of educators, which was administered online to teachers and school leaders between March - September, 2020. In total, 492 practitioners from 414 schools across four Australian states completed the survey: New South Wales, South Australia, Victoria and Queensland. The key insights are derived from the eight questions in the survey.",

keywords = "Educator Insights, Research Use, Evidence Use, Emerging Issues, Monash Q Project, Evidence Types, Engaging with evidence, QURE Framework",

author = "Mark Rickinson and Joanne Gleeson and Lucas Walsh and Blake Cutler and Connie Cirkony and Mandy Salisbury",

year = "2021",

month = mar,

doi = "10.26180/14234009",

language = "English",

publisher = "Monash University",

address = "Australia",

}

TY - BOOK

T1 - Research and Evidence Use in Australian Schools

T2 - Early Insights from Educators

AU - Rickinson, Mark

AU - Gleeson, Joanne

AU - Walsh, Lucas

AU - Cutler, Blake

AU - Cirkony, Connie

AU - Salisbury, Mandy

PY - 2021/3

Y1 - 2021/3

N2 - This summary draws on quantitative findings from the Q Project's first survey of educators, which was administered online to teachers and school leaders between March - September, 2020. In total, 492 practitioners from 414 schools across four Australian states completed the survey: New South Wales, South Australia, Victoria and Queensland. The key insights are derived from the eight questions in the survey.

AB - This summary draws on quantitative findings from the Q Project's first survey of educators, which was administered online to teachers and school leaders between March - September, 2020. In total, 492 practitioners from 414 schools across four Australian states completed the survey: New South Wales, South Australia, Victoria and Queensland. The key insights are derived from the eight questions in the survey.

KW - Educator Insights

KW - Research Use

KW - Evidence Use

KW - Emerging Issues

KW - Monash Q Project

KW - Evidence Types

KW - Engaging with evidence

KW - QURE Framework

U2 - 10.26180/14234009

DO - 10.26180/14234009

M3 - Other Report

BT - Research and Evidence Use in Australian Schools

PB - Monash University

CY - Melbourne VIC Australia

ER -

Research and Evidence Use in Australian Schools: Early Insights from Educators

Abstract

Keywords

Access to Document

Research output

What, Why, when And How: Australian Educators' Use of Research in Schools

How research-engaged are Australian school educators?

Insights from a cross-sector review on how to conceptualise the quality of use of research evidence

Projects

The Q Project: Quality Use of Evidence Driving Quality Education

Press/Media

Research-driven teaching requires investment beyond initial teacher education

Only 1 in 3 teachers use research evidence in the classroom – this is largely due to lack of time

Evidence abounds to help with COVID catch-up

Cite this