Intellectual Output 1 (IO1) – Handbook on evidence informed practices for school inclusion
IO1 represents a systematization of a set of criteria, indicators and standards of the evidence informed practices (EIP) for teachers, school leaders and policymakers. The aim of the IO is to understand why teachers do or do not engage with research evidence in their school practice and this data will be pulled out in a database will complement the state of the art and the literature review realized before the project starts.
Target groups: Each partner will conduct an in depth study in their context, involving teachers, school leaders and policymakers, with the aim to contextualize:
– The use schools make of research in their practice.
– The use of research evidence in dealing with diversity.
– The understanding of the educational research in context of diversity.
– How schools use research evidence to facilitate pupils’ inclusion at class and school level.
The database will set the basis for the next IO and will give valuable information on how:
– Teachers perceive the benefits, costs and significance of research evidence.
– How teachers engage with research evidence.
– How teachers address pupils’ diversity through the use of research evidence.
– Research evidence is use to address pupils outcomes.
The IO consists in a development of a survey in which we explore the perceptions of primary school teachers and school leaders in relation to the costs, benefits and signification aspects of engaging with research evidence, as well as identified behaviors in terms of research use. Such a survey has not been undertaken before, which means there is the potential here for it to provide much novel information.
The innovative character of the IO is due to the fact that:
– It will provide for the first time a coherent list of criteria and indicators for ERIP in high complexity schools.
– The data will be reached using the principle of semiotics. Semiotics has a key role to play in relation to research informed practice because what is signified to us by particular ideas, objects, people etc. is instrumental to how we make choices. And understanding how we make choices is widely regarded as key to understanding how we might enact behavioral change.
The database of criteria, indicators and standards will lead to stage two of the project: product development of 360º intervention designed to encourage
teachers to engage with research evidence. As such, the aim is to use the findings to create a practical user-focused product that, itself, has impact. In addition, we envisage that the findings of the survey will have significant academic, policy-related practitioner significance. Specifically, they will inform those who undertake research into research use: providing a novel theoretical perspective and international findings on the perceptions of teachers in relation to research use in high complexity schools contexts. At a policy level, this work will also help policy-makers identify relevant policy levers available to them if they wish to ensure research-informed practice becomes a reality in their schools and school system.