[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597520-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597520-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","can-simple-interventions-increase-research-use-in-secondary-schools","CAN SIMPLE INTERVENTIONS INCREASE RESEARCH USE IN SECONDARY SCHOOLS?","","The paper examines whether simple interventions can increase the use of research in Canadian secondary schools. Using survey and qualitative data, it analyzes three interventions implemented in nine school districts to strengthen research knowledge among secondary school leaders. Results show limited overall impact, with greater success when designated facilitators were involved and when the research addressed existing priority issues. 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However, there is still limited research on the impact of these interventions. This paper uses survey and qualitative data to analyze three interventions designed to increase research use among secondary school leaders in nine Canadian school districts. These interventions were found to have little impact, but were more successful where (1) designated facilitators were involved and (2) research used was connected to existing priority issues. The research design for this study (measuring the change in agreement with particular bodies of research knowledge using interventions and pre-post design) is a promising methodology to measure both research use and  \nimpact.  \nIntroduction  \nThis article reports on efforts to increase education leaders’ knowledge of empirical evidence related to secondary schooling through three modest interventions in participating school districts. The intent of this work is to improve our understanding of the current role and impact of research in Canadian schools, and also to examine ways in which the awareness and use of relevant research could be strengthened. The study is part ofa broader program (Research Supporting Practice in Education – www.oise.utoronto.ca/rsep) of understanding the ways in  \nwhich research can inform better policy and practice, which our team calls Knowledge Mobilization (KM) .  \nThis study, funded by a national educational organization, involved the collaboration of a university research team and eleven school districts in four provinces across Canada from 2007 to 2009. The study was focused on superintendents, principals and others with designated leadership roles in secondary schools or districts. The overall study explored district leaders’knowledge of relevant research on improving secondary education, the main sources of that knowledge, the practices districts used to share research and the effects of some interventions on those practices and knowledge (Levin, Sa, Cooper, & Mascarenhas, 2009) . One element of the study, explored in this paper, was to assess the impact of three fairly simple interventions, derived from the literature, on research knowledge and use. Simple interventions were chosen as potentially feasible taking into account the time and other pressures on practitioners.  \nRelated Literature and Conceptual Framework  \nThere is growing momentum internationally around making more use of research knowledge to shape policy and practice, not only in education but in most spheres of public policy. This interest is manifested not only in terms of rhetorical commitment by governments and increased media interest, but also by additional resources and growing capacity in various organizations (Cooper, Levin, & Campbell, 2009; Levin, 2011; OECD, 2007) . Efforts to understand and improve the relationship between research and practice are more frequent in health (Amo & Cousins, 2007; Dobbins et al., 2007; Lavis, Lomas, Hamid, & Sewankambo, 2006) than they are in education, although there are some interesting instances in education as well (e.g. Coburn, Honig, & Stein, 2010; Cordingley, 2008; Rickinson, 2005; Sebba, 2007) .  \nThere are many different terms and definitions in the literature related to the connections between research and practice. For purposes of this research, we define knowledge mobilization as attempts to integrate research evidence into policy and practice. KM research, then, is about understanding how research makes its way into organizations in ways that result in changes in ideas, policies and practices.  \nBoth the terms research and use have been defined in many different ways. For the purposes of this study, research is defined to mean the sy","cbCaiodbo6xNbR4g","https://ap.wps.com/l/cbCaiodbo6xNbR4g","pdf",382455,29,"English","# Introduction\n# Related Literature and Conceptual Framework","[{\"question\":\"What is the main question of the study?\",\"answer\":\"Whether simple interventions can increase research use among secondary school leaders in Canadian school districts.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"It used survey and qualitative data, analyzing three literature-derived interventions with a pre-post design measuring changes in agreement with research knowledge.\"},{\"question\":\"When did the interventions have more success?\",\"answer\":\"They were more successful when designated facilitators were involved and when the research was connected to existing priority issues.\"}]","CAN SIMPLE INTERVENTIONS INCREASE RESEARCH USE IN SECONDARY SCHOOLS? | PDF",1792085173,73]