RLC positively impacted teachers' disposition towards research, but not significantly once teacher background characteristics were controlled¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Teachers in intervention schools typically reported a greater disposition towards use of research evidence, though this was not statistically significant after controlling for teacher background characteristics such as leadership status and postgraduate qualifications. → Dr Jo Rose 2017

Evidence¶

Dr Jo Rose 2017¶

Dr Jo Rose, Professor Sally Thomas, Dr Lei Zhang, Dr Anna Edwards, Dr Andres Augero, Ms Pooneh Roney. (2017). Research Learning Communities: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581267

q3 · i? · causal · r3

Multi-level modelling of round three Teacher Research Use Survey responses comparing intervention and control schools, taking account of nesting of teachers within schools. The report cautions that measures 3 to 6 have poor internal reliability, limiting conclusions.

"teachers in intervention schools typically reported a greater disposition towards use of research evidence to inform their practice, in comparison to teachers in control schools, although once teacher background characteristics (such as leadership status and holding a postgraduate qualification) were controlled for this result was not statistically significant."

Discussion¶

Related Claims¶

• RLC secondary outcomes (KS2 numeracy and grammar, punctuation and spelling) were small and not statistically significant — related
• RLC showed no differential impact for pupils eligible for free school meals — related
• RLC showed no evidence of impact on KS2 reading outcomes in a two-year randomised controlled trial — related