ABSTRACT
This chapter provides an initial exploration of quality use of research evidence in education. It argues that discussions about quality in the evidence use field have focused on the quality of the evidence, rather than the quality of its use. Drawing on ideas from within and beyond education, we outline a conceptual framework for making sense of quality evidence use in schools. Quality use is framed in terms of two core components (appropriate evidence and thoughtful use) and four enabling components (skillsets, mindsets, relationships and systems). We then consider how this framing might help improve evidence use by supporting a systems perspective, complementing existing guidance and promoting more integrated approaches. The paper concludes by discussing how this early framework might be further developed through future work.
