Date of Award
2026
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Education
First Advisor
Guofang Wan
Abstract
Teachers are expected to use research to inform their practice, whether updating practices to keep up with changing times or researching and implementing new strategies and interventions to support the students in their classrooms. However, experts have expressed concern that teachers do not use empirical evidence to make decisions, instead relying on their own experiences or the anecdotal advice of other teachers. This explanatory sequential, mixed-methods study seeks to contribute to the existing body of research about teachers’ use of research to inform their practice. Survey data were collected from 180 elementary, middle, and high school teachers regarding whether they use research, how often they use it, how they access and use it, and the barriers and challenges they experience that might hinder or impede their research use. Two focus groups were then conducted to gather qualitative data from both teachers who use research and those who do not, regarding their experiences. The results of this study indicate that teachers do use research to inform their practice, ranging from daily use to once a year. Teachers use research to investigate new teaching practices, keep up with advancements in technology and other areas, and plan interventions. However, both teachers who use research and those who do not experience barriers and challenges that can either hinder or impede their use of research. Addressing gaps between the research community and the practice community can address those barriers and challenges leading to increased research-use by teachers.
Recommended Citation
Cairns, Brianna, "Teachers’ Use of Evidence-based Research to Inform Best Practices" (2026). Dissertations. 4335.
https://ecommons.luc.edu/luc_diss/4335
