Prior research indicates that embedding high-quality, relevant research evidence within organizational routines can increase its uptake and application. Questions remain, however, about what routines facilitate embedding and promote substantive engagement with research evidence. This study will examine conditions for incorporating research into instructional strategies (instrumental research use) and facilitating uptake of ideas about high-quality teaching (conceptual research use) by intentionally embedding research evidence within existing data-driven instructional routines in school systems. Allen and colleagues will conduct an in-depth case study of two large urban school districts in Colorado. The team will integrate the Student Experience Improvement Cycle, a previously tested approach for research use among teachers, within data-driven instructional routines to improve participation and equitable teaching in science. They will observe district meetings and professional learning sessions, conduct interviews with district leaders and teachers, and analyze artifacts to assess research use before and after embedding research evidence. Surveys will help gauge instrumental and conceptual use of evidence. In addition, the team will build narrative case profiles of the participating districts about conditions that support the use of research evidence. Findings will be shared with academic audiences, other districts and science educators.
In what ways does an intentional approach to routinize the use of research evidence become embedded within data-driven practices in school districts to better support science instruction?
