How School and District Leaders Access, Perceive, and Use Research
Item
Title
How School and District Leaders Access, Perceive, and Use Research
Abstract/Description
This study examined how school and district leaders access, value, and use research. From a representative sample of school districts across the United States, we surveyed 733 school and district leaders as part of an effort to develop understanding of the prevalence of research use, the nature of leaders’ attitudes toward research, and individual and organizational correlates of research use. School and district leaders alike reported frequent use of research use and generally positive attitudes toward research. Leaders reported accessing research primarily through their professional networks. Those in certain roles, those pursuing or holding an advanced degree, and those who reported a strong organizational culture of evidence use reported higher levels of research use. These findings suggest that policy efforts to promote evidence use among education leaders will be welcomed but that policy makers need to take into account the prevalence of various types of research use in designing supports for evidence use.
Author/creator
Date
In publication
Volume
3
Issue
2
Pages
2.33286E+15
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
IRE Approach/Concept
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
2332-8584
Citation
Penuel, W. R., Briggs, D. C., Davidson, K. L., Herlihy, C., Sherer, D., Hill, H. C., Farrell, C., & Allen, A.-R. (2017). How School and District Leaders Access, Perceive, and Use Research. AERA Open, 3(2), 2332858417705370. https://doi.org/10.1177/2332858417705370
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