Research Update: The Current State of Research Use in Education - SEDL Letter, Linking Research and Practice, Volume XXII, Number 2 | Writing, Research, Applied Thinking and Applied Theory: Solutions with Interesting Implications, Problem Solving, Teaching and Research driven solutions | Scoop.it

Since the passage of the No Child Left Behind Act of 2001 (NCLB), there has been an increased focus on using evidence-based practice to improve education and student learning. This movement encourages educators to use instructional strategies backed by scientifically based research—specifically, randomized controlled trials and other types of rigorous research that address questions of effectiveness. Educators are also encouraged to use student and other types of data to guide decisions. In short, educators are being asked to do “what works.”

Researchers are examining the circumstances under which educators use evidence, what factors encourage and discourage the use of evidence, and how to create a school environment conducive to the use of evidence. 

Because of the increased demand for evidence-based practices in education, the amount of rigorous education research has increased. Taking the next step, researchers have now begun looking at educators’ use of this research. Specifically, researchers are examining the circumstances under which educators use evidence, what factors encourage and discourage the use of evidence, and how to create a school environment conducive to the use of evidence.