Charles Ungerleider, Professor Emeritus, The University of British Columbia
[permission to reproduce granted if authorship is acknowledged]
I have long been an advocate for the application of research evidence in teaching practices. Over the past century, an abundance of education research has been accumulated, much of it with practical implications for the classroom. Teachers are not as receptive to integrating this research into their daily practice as I hope they would be. From time to time, I have suggested that teachers should follow the example of their counterparts in the field of medicine, who seem to more readily apply research findings to guide their practices. There are some intriguing differences in the part that research plays in each field and in the dispositions practitioners in both fields have toward such research.
Medicine and education are multifaceted disciplines with a shared objective—to improve human well-being. For medicine it is physical health and for education it is intellectual growth.
The role of research in these two fields has notable differences. Medical research often delivers results in the form of tangible treatments or protocols, such as a new medication or surgical procedure. The benefits of these treatments can be directly observed, and their use is often mandated by regulatory bodies. A clear example is the widespread application of cholesterol-lowering drugs (statins) that were quickly adopted after research demonstrated their effectiveness in reducing the risk of heart disease.
Educational research often yields findings that are more interpretive and less prescriptive. Research findings in education provide insights into teaching strategies or learning theories but are challenging to apply. For instance, research highlighting the benefits of formative assessment might not specify the best ways to administer or use formative assessment to inform decisions about instruction in classrooms with varied student populations.
Physicians and teachers have different dispositions toward research. Physicians, by nature of their profession and continuous learning requirements, tend to be more accepting of research findings. They often work in an environment that supports and encourages the integration of the latest research into practice. A stark example can be found in the rapid implementation of COVID-19 treatments and protocols based on emergent research.
Teachers often enjoy more flexibility and autonomy in their methods. They may adopt evidence-based practices, but the implementation is frequently dependent on individual judgement, administrative support, and available resources. For example, a teacher might choose a project-based learning approach over a more traditional teaching method, despite the lack of consensus in research on its superiority, because they believe it suits their specific classroom context.
The differences in the uptake of research between medicine and education are not intended to disparage the teaching profession. Calling attention to them points to the need to understand the factors affecting the decisions that teachers make and their use of evidence in arriving at those decisions.
It is essential to increase the accessibility of research for teachers, communicate findings in a practical, applicable manner, and foster a system that supports and encourages the application of research in the classroom. These changes could propel education towards a more evidence-informed future, much like what we observe in the field of medicine today.
Ministries of education are in a uniquely powerful position to influence educational practices on a large scale. They can set priorities, shape policies, and allocate resources in ways that can significantly impact the application of research in schools and classrooms. It is imperative that ministries take an active role in enhancing the utilization of educational research by teachers.
Ministries can increase the accessibility of research for teachers by investing in platforms that collate and distribute educational research. These platforms should be user-friendly and easily searchable, catering to the busy schedules of teachers, and provide a range of research from promising studies to multiple studies conducted over time. By making research readily available, teachers can stay informed about the latest findings and best practices.
Ministries can facilitate the translation of research into practical, actionable strategies for teachers. Educational research can often be opaque in its presentation. By developing resources that present research findings in a clear and digestible manner, ministries can help teachers apply research to their teaching methods. This could be in the form of summarized research briefs, practical guides, or webinars that discuss research implications for classroom practices.
Ministries can foster a system that supports and encourages the application of research in the classroom by implementing policies that value and incentivize evidence-based teaching practices. This could include providing professional development programs that focus on the practical application of research, creating opportunities for teacher collaboration and discussion of research findings, and incorporating the demonstrable use of evidence-based strategies into teacher evaluations.
Ministries can work with universities and teacher preparation programs to ensure that pre-service teachers are equipped with the skills to understand and apply educational research. This can foster a culture of evidence-informed teaching from the beginning of a teacher's career.
Ministries can fund further research into educational practices, particularly those that explore the implementation of research in diverse classroom contexts. This supports the generation of more relevant and applicable research and demonstrates a commitment to the continual improvement of teaching practices based on evidence.
By leveraging their
resources, influence, and strategic capabilities, ministries of education can promote
the use of research in education, leading to improved teaching practices and
better educational outcomes. The ripple effect of this could extend far beyond
the individual classroom, influencing the entire educational system.