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Findings show most respondents report using educational research, but engagement is generally infrequent. Respondents express neutral attitudes toward research, while their qualitative comments convey a more negative connotation. The study highlights the need to increase research relevance and accessibility, strengthen teaching as a research-based profession, and build school capacity to use research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/research-use-in-education-an-online-survey-of-school-practitioners/594645/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/research-use-in-education-an-online-survey-of-school-practitioners/594645.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was the study conducted and who participated?","Question",{"text":112,"@type":113},"The paper reports a pan-Canadian online survey with 1,153 school practitioners who provided self-reports about their research use.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did respondents report about using educational research?",{"text":117,"@type":113},"Most respondents indicated they used educational research, but their engagement was characterized as infrequent.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper conceptualize research use?",{"text":121,"@type":113},"Research use is described as multidimensional, including instrumental, conceptual (“enlightenment”), and symbolic/strategic uses, with conceptual use argued to precede the others.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594645,1792172586,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Research Use in Education: An Online Survey of School Practitioners  \nLarysa V. Lysenko  \nConcordia University  \nPhilip C. Abrami  \nConcordia University  \nRobert M. Bernard  \nConcordia University  \nChristian Dagenais  \nUniversité de Montréal  \nAbstract  \nThis paper summarizes the results of a pan-Canadian online survey study that investigates the extent to which school practitioners (N = 1,153) use research to inform their practice. The self-reports indicate that the majority of the respondents used educational research, yet this engagement was infrequent. Although the respondents shared neutral attitudes about research, their comments add rather a negative connotation to their perceptions. This study’s findings are relevant to school leadership organizations, teacher education institutions, and research-generating bodies as they point to the necessity of increasing research relevance and accessibility, cultivating teaching as a research-based profession, and building school capacity to use research.  \nKeywords: online survey, self-reported attitudes and behaviours, use of research-based information, factors, school practice  \nLarysa Lysenko, [Ph.D. is](Ph.D. is) a professional researcher at the Centre for the Study of Learning and Performance, Department of Education, Concordia University, 1211 St. Mathieu, Montreal, Quebec, Canada, H3H 2S2  \nE-mail: larysa.lysenko@education.concordia.ca  \nPhilip C. Abrami, Ph.D. is a Professor, University Research Chair, and the Director of the Centre for the Study of Learning and Performance, Department of Education, Concordia University, 1211 St. Mathieu, Montreal, Quebec, Canada, H3H 2S2  \nE-mail: abrami@education.concordia.ca  \nRobert M. Bernard, Ph.D. is Professor of Education and Leader of the Systematic Review Sub-Theme at the Centre for the Study of Learning and Performance, Concordia University, S-FG 6207 Faubourg Ste-Catherine Building, 1610 St. Catherine W., Montreal, Quebec, Canada, H3H 2S2  \nE-mail: bernard@education.concordia.ca  \nChristian Dagenais, Ph.D. is Associate Professor of Psychology at the University of Montreal, Pavillon Marie-Victorin, 90 Vincent d'Indy avenue, Montreal, Quebec, Canada, H3C 3J7  \nE-mail: [christian.dagenais@umontreal.ca](christian.dagenais@umontreal.ca)  \nIntroduction  \nIn the past decades, research on educational issues and practices has generated a rich knowledge base that could be used to improve classroom teaching. However, there has been a persistent lack of a systematic application of the research knowledge to teaching practice (e.g., Organization of Economic Co-operation and Development publications, 2007; 2010) . While early studies focused on the use of educational research by practitioners, there has been a recent and noticeable shift towards examining research use as a system property, meaning a coordinated series of actions by organizations to produce, transform, and implement research knowledge to improve both teaching practice and learning outcomes. To emphasize the systemic nature of research knowledge utilization and the multiplicity of agents involved, Sharples (2013) introduced the term “knowledge mobilization ecosystem,” in which the process of transforming research evidence into actionable knowledge for use is the critical component of the system.  \nHowever, this focus on creating and supporting an effective knowledge mobilization system has overshadowed efforts to examine and improve knowledge use by individual practitioners. For instance, Levin (2013) argues: “It is unreasonable and even undesirable to expect individual teachers or principals to be the key consumers of research findings” (p.18) . Despite all the importance accorded to research use as an organizational process, it should not be forgotten that the individual teacher remains an agent of change whose actions makes the difference in the classroom.  \nConceptual Framework  \nThe literature suggests that research use is an interpretative process and is affected by more ","cbCaiprKzmS36OF5","https://ap.wps.com/l/cbCaiprKzmS36OF5","pdf",696368,"English","# Abstract\n# Introduction\n## Knowledge mobilization ecosystem and research use\n# Conceptual Framework\n## Interpretative process and multidimensional research use\n## Innovation diffusion and influencing factors","[{\"question\":\"How was the study conducted and who participated?\",\"answer\":\"The paper reports a pan-Canadian online survey with 1,153 school practitioners who provided self-reports about their research use.\"},{\"question\":\"What did respondents report about using educational research?\",\"answer\":\"Most respondents indicated they used educational research, but their engagement was characterized as infrequent.\"},{\"question\":\"How does the paper conceptualize research use?\",\"answer\":\"Research use is described as multidimensional, including instrumental, conceptual (“enlightenment”), and symbolic/strategic uses, with conceptual use argued to precede the others.\"}]","Research Use in Education - An Online Survey of School Practitioners | PDF",1792079555]