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RESEARCH

Access, knowledge, and culture limit teachers’ use of research

By Elizabeth Foster
October 2020
Vol. 41, No. 5
Educators at all levels are regularly asked to use research to inform their instructional choices and practices. For example, the Standards for Professional Learning advocate for understanding and using research about effective professional learning as a habit of mind and a design approach. However, the process of identifying, selecting, and using research can sometimes be a time-consuming and unclear process. A recent study sought to better understand educators’ perceptions about research to determine barriers and identify potential ways to increase the use of research in practice. Specifically, the study examined teachers’ beliefs about and practices of using research in STEM teaching. Rationale Pointing to other fields that normalize the regularity of examining and relying on evidence in their practice (such as nursing or psychology), the

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Elizabeth Foster (elizabeth.foster@learningforward.org) is vice president, research & standards at Learning Forward. In each issue of The Learning Professional, Foster explores recent research to help practitioners understand the impact of particular professional learning practices on student outcomes.


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