This book focuses in on the question of how to understand quality
use of research evidence in education, or what it means to use
research evidence well. Internationally there are widespread
efforts to increase the use of research evidence within educational
policy and practice. Such efforts raise important questions about
how we understand not just the quality of evidence, but also the
quality of its use. To date, there has been wide-ranging debate
about the former, but very little dialogue about the latter. Based
on a five-year study with schools and school systems in Australia,
this book sheds new light on: why clarity about quality of use is
critical to educational improvement; how quality use of research
evidence can be framed in education; what using research well
involves and looks like in practice; what quality research use
means for individuals, organisations and systems; and what aspects
of using research well still need to be better understood. This
book will be an invaluable resource for professionals within and
beyond education who want to better understand what using research
evidence well means and involves, and how it can be supported.
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