Research findings may be used conceptually to influence decision-makers’ understanding of the decision problem, symbolically or politically as a tool of persuasion to justify a decision already made, or instrumentally to directly guide and shape decision-making (Finnigan et al. It has been well established that K-12 education decision-makers often consult three main types of information for decision-making: local knowledge, data, and scientifically-based research. 2018 Farrell and Coburn 2017 Finnigan et al. While the NCLB Act and ESSA provide an accountability framework for K-12 education, no such legislation calls for the same focus on evidence-based decision-making in higher education (Deming and Figlio 2016).Ī significant body of literature has addressed whether and how research influences K-12 decision-makers in practice (Asen et al. Department of Education 2016), although it is unclear whether this works in practice given the lack of enforcement. This legislation is based on the theory that such a framework can support better outcomes for students (U.S. The No Child Left Behind Act (NCLB 2002) and the Every Student Succeeds Act (ESSA 2015) guide K-12 educators by establishing evidence-based decision-making practices and by providing definitions of scientifically-based research. However, more has been done to support and enforce this call in K-12 education than in higher education. With limited budgets and increasing demand for accountability in education, a call for the use of evidence and scientifically-based research in education decision-making has emerged over the past 10–20 years (Baker and Welner 2012 Maynard 2006). The use of research in educational decision-making has become a topic of increasing importance among education researchers, practitioners, policymakers, and funders. Research use in educational decision-making
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