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Educational Research Volume 58, 2016 - Issue 1
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Articles

Teachers’ use of research evidence in practice: a pilot study of feedback to enhance learning

Beng Huat SeeSchool of Education, Durham University, Durham, UKCorrespondence[email protected]
,
Stephen GorardSchool of Education, Durham University, Durham, UK
&
Nadia SiddiquiSchool of Education, Durham University, Durham, UK
Pages 56-72 | Received 29 Mar 2015, Accepted 26 Oct 2015, Published online: 18 Dec 2015

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Qijie Vicky Cai & Huili Hong. (2023) Improving K-12 teachers’ conceptual competencies in consuming empirical research. Teacher Development 27:2, pages 256-274.
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Beng Huat See, Stephen Gorard, Binwei Lu, Lan Dong & Nadia Siddiqui. (2022) Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools. Research Papers in Education 37:6, pages 1064-1096.
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Antoni Badia, Teresa Segués & Sandra Soler-Campo. (2022) Building teachers’ voices on teaching in a research-informed teaching course. Journal of Education for Teaching 48:3, pages 274-286.
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Iain Campbell & Rob Green. (2022) A role for educational psychologists in extending research insights from experimental contexts to real-world educational settings. Educational Psychology in Practice 38:2, pages 125-150.
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Sanna Oinas, Raisa Ahtiainen, Mari-Pauliina Vainikainen & Risto Hotulainen. (2021) Pupils’ Perceptions About Technology-enhanced Feedback: Do Emojis Guide Self-regulated Learning?. Scandinavian Journal of Educational Research 65:6, pages 1037-1051.
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Marta Kowalczuk-Walędziak, Amélia Lopes, James Underwood, Linda Daniela & Otilia Clipa. (2020) Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work. Teaching Education 31:4, pages 459-479.
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Elisabeth Eriksson, Lisa Björklund Boistrup & Robert Thornberg. (2018) A qualitative study of primary teachers’ classroom feedback rationales . Educational Research 60:2, pages 189-205.
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Vivienne Baumfield, Alison Bethel, Aimee Dowek, Karen Walshe & Karen Mattick. (2023) Characteristics of research into professional learning across professions: A mapping review. Review of Education 11:2.
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Joseph D'Intino. (2022) Evaluating the rationale and evidence supporting executive functions skills instruction in the classroom: A critical review. Psychology in the Schools 60:4, pages 1125-1148.
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Chris Brown, Stephen MacGregor, Jane Flood & Joel Malin. (2022) Facilitating Research-Informed Educational Practice for Inclusion. Survey Findings From 147 Teachers and School Leaders in England. Frontiers in Education 7.
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Lucy Rycroft‐Smith. (2022) Knowledge brokering to bridge the research‐practice gap in education: Where are we now?. Review of Education 10:1.
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Lucy Rycroft‐Smith & Andreas J. Stylianides. (2022) What makes a good educational research summary? A comparative judgement study of mathematics teachers' and mathematics education researchers' views. Review of Education 10:1.
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Alf Coles & Rachel Helme. (2022) Teaching for mastery in primary mathematics: A study of translating research into policy and practice. Review of Education 10:1.
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Jolien De Meester, Mieke De Cock, Greet Langie & Wim Dehaene. (2021) The Process of Designing Integrated STEM Learning Materials: Case Study towards an Evidence-based Model. European Journal of STEM Education 6:1, pages 10.
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Andrea Mapplebeck & Lynda Dunlop. (2019) Oral Interactions in Secondary Science Classrooms: a Grounded Approach to Identifying Oral Feedback Types and Practices. Research in Science Education 51:S2, pages 957-982.
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Kim Chwee Daniel Tan & Jennifer Yeo. 2021. Singapore Math and Science Education Innovation. Singapore Math and Science Education Innovation 259 271 .
Stephen Gorard, Beng Huat See & Nadia Siddiqui. (2020) What is the evidence on the best way to get evidence into use in education?. Review of Education 8:2, pages 570-610.
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Marek McGann, Marie Ryan, Jennifer McMahon & Tony Hall. (2020) T-REX: the Teachers’ Research Exchange. Overcoming the Research-Practice Gap in Education. TechTrends 64:3, pages 470-483.
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Kim Chwee Daniel Tan. 2020. Science Education in the 21st Century. Science Education in the 21st Century 181 190 .
Renée Crawford & Hazel Tan. (2019) Responding to evidence-based practice: An examination of mixed methods research in teacher education. The Australian Educational Researcher 46:5, pages 775-797.
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Aaron R. Lyon, Clayton R. Cook, Jill Locke, Chayna Davis, Byron J. Powell & Thomas J. Waltz. (2019) Importance and feasibility of an adapted set of implementation strategies in schools. Journal of School Psychology 76, pages 66-77.
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Chris Brown & Jane Flood. (2018) Lost in translation? Can the use of theories of action be effective in helping teachers develop and scale up research-informed practices?. Teaching and Teacher Education 72, pages 144-154.
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Julie Biddlecombe-Brown, Adam Holden & Melissa Swartz. 2018. Handbook of Climate Change Communication: Vol. 2. Handbook of Climate Change Communication: Vol. 2 385 404 .
Chris Brown. 2017. Achieving Evidence-Informed Policy and Practice in Education. Achieving Evidence-Informed Policy and Practice in Education 1 20 .
Anders D. Olofsson, J. Ola Lindberg & Göran Fransson. (2017) What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?. Education and Information Technologies 22:6, pages 2897-2914.
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Hermann Weyl. (1940) Theory of reduction for arithmetical equivalence. Transactions of the American Mathematical Society 48:1, pages 126-164.
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