ABSTRACT
Research-informed teaching practice refers to the use of research evidence by educators to improve teaching and learning and, as a result, outcomes for students. The use of research by teachers is considered both beneficial and desirable. As a result, research-informed teaching should be both encouraged and facilitated. Brokerage can support teachers’ use of research but the within-school conditions must be right for such brokerage to be successful. In light of the increasing focus on social influence as a driver of behaviour/behavioural change, with this Chapter I examine the extent to which social-influence affects teachers’ take-up of research. Furthermore, I also examine the relative importance of social influence compared to other factors known to positively affect research use: (1) teachers’ perceptions as to whether they work in a trusting work environment; (2) perceptions as to whether school leaders’ encourage the use of research in their schools; and (3) teachers’ perceptions regarding whether they are encouraged to innovate. To investigate the impact of social influence on teachers’ research-use, a regression model using survey and social network data from 389 teachers from 42 primary schools in England was constructed.
