‘The research says’ is often an empty statement used as a basis for an argument for a particular education reform, approach or product. I encourage teachers to ask: What research? Whose interests are served by this claim? Where did the studied intervention work? For whom? Under what conditions? How many participants were in the study? From what school contexts? How were data generated? What were the ethical considerations and how were these dealt with? How relevant is this to our context?
Dylan Wiliam has recently noted in a TES article that:
“classrooms are just too complicated for research ever to tell teachers what to do. Teachers need to know about research, to be sure, so that they can make smarter decisions about where to invest their time, but teachers, and school leaders need to become critical consumers of research – using research evidence where it is available and relevant, but also recognising that there are many things teachers need to make decisions about where there is no research evidence, and also realising that sometimes the research that is available may not be applicable in a particular context…. Evidence is important, of course, but what is more important is that we need to build teacher expertise and professionalism so that teachers can make better judgments about when, and how, to use research.”
I agree that teachers and school leaders need to become critical consumers of research. A number of us additionally participate in research degrees. While research can inform our decision making in classrooms and schools, the teaching profession is a profession of experts, who should be trusted to serve their students and respected for their expertise. Teachers can and should engage with research.
There are a number of ways via which schools can engage in research. I have written on this blog and in my upcoming book about what I call the ‘Research Report’ at my school. I introduced this Report in 2017 as one approach to developing a research culture in a school. It is a document that I regularly publish to the whole staff. This involves everyone—including administration and operations—in our core purpose of education. It illuminates current debates, incites corridor discussion about teaching, and provides bite-size, user-friendly resources for busy teachers and school leaders. I love getting bailed up by a member of the administration team, finance department, executive or teaching staff for a discussion about one of the references from the Report.
The Report is not a place for only long reads or complex academic papers, although these are included when relevant. Often, the research I share is easily accessible via links, and sometimes via podcasts and videos. The report is not a panacea or an echo chamber; I include controversial and sometimes conflicting resources to spark thinking and encourage dialogue.
My Research Report is one small attempt–among a suite of protocols, practices and collaborative structures–to engage staff with research findings, and with systematic and scientific ways of thinking. It is a cogitation and conversation starter, intended to develop a rich and robust professional culture.
While I began in 2017 with two reports per term, I found that this was too much for staff, so now each term I populate one Report that includes three Report sections with around three resources each. Foci are based around strategic priorities and/or current issues. For instance, to align with NAIDOC week, this term’s report included a section on intercultural understanding. I use PowerPoint to collate these together and publish ‘teaser’ quotes for each resource.
I have had some people ask me what these Research Reports look like, so below I have included an example slide deck with snippets of previous Reports. Let me know if it’s of use, or if your school does something similar.