The many forms of research‐informed practice: a framework for mapping diversity

Abstract

Much of the discussion of research‐informed practice in education has centred on two perspectives: the rational–linear and interactive perspectives on research use. This paper examines two initiatives aimed at delivering research‐informed practice in schools that appear to represent these two perspectives, Peer‐Assisted Learning Strategies and the School‐Based Research Consortia Initiative. This examination reveals that both initiatives contain rational–linear and interactive elements. It also highlights other features of the initiatives not captured by the rational–linear and interactive perspectives. The paper argues that in order to capture the cross‐cutting and multifaceted nature of initiatives on the ground, it is helpful to overlay the rational–linear and interactive perspectives with three models of research use developed in social care field: the research‐based practitioner model, the embedded research model and the organisational excellence model. The resulting matrix provides a framework for considering whether, when and how these different approaches to increasing research use might be combined.

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