Is the Supply in Demand? Exploring How, When, and Why Teachers Use Research

Ellen Sherratt, Karen Drill, and Shazia R. Miller

While teachers have mixed opinions—both positive and negative—of research, they tend to seek out research when they have an immediate, pressing concern. Their demand is greatest for research provided through the Internet, through trusted colleagues, by credible researchers, and in educational contexts similar to their own. However, teachers’ views of what constitutes “credible” research tend to differ from those of professional researchers. Among their criteria for credibility, teachers include research that is relevant and applicable to their own classroom context.

This paper explores the demand side of the market for educational research, particularly for teachers’ usage. It focuses on the types of educational research that teachers find useful for advancing their instructional practice and the conditions under which they access the research that is currently available.