Towards a better understanding of quality of evidence use

Mark Rickinson, Jonathan Sharples, Oliver Lovell

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

    5 Citations (Scopus)

    Abstract

    This paper provides an initial exploration of quality use of research evidence in education. It argues that discussions about quality in the evidence use field have focused on the quality of the evidence, rather than the quality of its use. Drawing on ideas from within and beyond education, we outline a conceptual framework for making sense of quality evidence use in schools. Quality use is framed in terms of two core components (appropriate evidence and thoughtful use) and four enabling components (skillsets, mindsets, relationships and systems). We then consider how this framing might help improve evidence use by supporting a systems perspective, complementing existing guidance and promoting more integrated approaches. The paper concludes by discussing how this early framework might be further developed through future work.
    Original languageEnglish
    Title of host publicationGetting Evidence into Education
    Subtitle of host publicationEvaluating the Routes to Policy and Practice
    EditorsStephen Gorard
    Place of PublicationAbingdon UK
    PublisherRoutledge
    Chapter15
    Pages218-233
    Number of pages15
    Edition1st
    ISBN (Electronic)9780429290343
    ISBN (Print)9780367258832
    DOIs
    Publication statusPublished - 2020

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