期刊名称：International Journal of Education Policy and Leadership
电子版ISSN：1555-5062
出版年度：2019
卷号：15
期号：3
页码：1-19
DOI：10.22230/ijepl.2019v15n3a837
出版社：Association for Supervision and Curriculum Development, Simon Fraser University, George Mason University
摘要：This study analyzed educators’ requests for grant funding to purchase desired educational resources or services. Specifically, it examined to what extent, and how, educators utilized research and other forms of evidence to support their decision-making. References to research were sparse, though applicants sometimes referred to local data or small-scale trials. Conceptual research use likely also lurked beneath certain statements. Applicant educators also showed special concern for certain topics, including student engagement/motivation and enhancing the cultural relevance of programming. The proposals varied considerably in terms of the robustness of underlying theories of action. This line of inquiry contributes to understandings both regarding a) educators’ use of research and other knowledge sources to support their professional decision-making; and b) the nature of evidence use in education.
