Using research well in educational practice

International efforts to improve the use of educational research raise important questions about what it means to use research well in educational practice. To date, there has been wide-ranging debate about what counts as quality evidence, but very little dialogue about what counts as quality use. This chapter focuses on this idea of quality use (or using research well) and explores how it can be conceptualised, what it involves in practice, and how it can be supported. It draws on findings emerging from a five-year study of research use in Australian schools, which has involved a systematic review of international research as well as surveys and interviews with over 900 educators. The findings presented provide a frame with which to review current approaches to using and supporting research use. The work overall highlights the value of practitioner perspectives and the need for more work on using research well in education.