Approaches to measuring use of research evidence in K-12 settings: A systematic review |
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| Affiliation: | 1. University of Michigan, Ann Arbor, MI, 48109, United States;2. Ohio State University, Columbus, OH, 43210, United States;3. Michigan Stage University, East Lansing, MI, 48824, United States;1. Centre for Instructional Psychology and Technology, KU Leuven, Belgium;2. Centre for Educational Research and Development, KU Leuven – Campus Brussels, Belgium;1. Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Belgium;2. Department of Political Sciences, Faculty of Social Sciences, University of Antwerp, Belgium;3. Department of Research Affairs and Innovation, University of Antwerp, Belgium;1. Department of Teacher Education and School Research, University of Oslo, Norway;2. The Norwegian Centre for ICT in Education, Norway;3. Centre for Educational Measurement at the University of Oslo (CEMO), Norway |
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| Abstract: | An increased focus on the use of research evidence (URE) in K-12 education has led to a proliferation of instruments measuring URE in K-12 education settings. However, to date, there has been no review of these measures to inform education researchers’ assessment of URE. Here, we systematically review published quantitative measurement instruments in K-12 education. Findings suggest that instruments broadly assess user characteristics, environmental characteristics, and implementation and practices. In reviewing instrument quality, we found that studies infrequently report reliability, validity, and demographics about the instruments they develop or use. Future work evaluating and developing instruments should explore environmental characteristics that affect URE, generate items that match up with URE theory, and follow standards for establishing instrument reliability and validity. |
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| Keywords: | Use of research evidence Measurement K-12 education |
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