This session will present the results of a comparative study which has examined the accessibility of educational research to teachers, head teachers (principals), pre-service teachers and education consultants (administrators) from Australia and the United Kingdom. The project explored the confidence of pre-service teachers, teachers, educational consultants and head teachers (principals) in reading and interpreting research; and how undergraduates, teachers, educational consultants and head teachers (principals) are using research to inform their practice. The presentation fits within the ‘Continuing Professional Development for Teachers and Leaders in Schools’ Network. Using research to inform practice is an ever increasing requirement of teachers, head teachers (principals), consultants, and university students. In some instances teachers are being encouraged to conduct research in their classrooms (particularly action research) often without experience or knowledge of existing research on their chosen topic. While an increasing number of education professionals may have post-graduate qualifications, which may not necessarily be in research, the percentage is still relatively small, suggesting the majority may have limited experience and understanding of the research process. This makes reading and interpreting research articles and reports challenging and at times problematic. Pre-service teachers were included in the survey sample in order to gauge their perceptions of how teachers use research to inform their practice. In our experience these teachers in training often find the reading associated with these truncated introductions to research particularly challenging at a time when they are most interested in learning the practical aspects of the teaching profession despite the inclusion of a research subject in their teacher training programs. A literature review conducted by the presenters (Mackenzie & Knipe 2006) revealed that while there is considerable literature providing discussion of the reasoning, principles and methodologies for conducting research (eg: Babbie, 2007; Best & Kahn, 2006; Punch, 2005 & 2003; O’Leary, 2004; Cohen, Manion, & Morrison, 2000), and some texts which address the application of research to policy and practice (Hemsly-Brown and Sharp, 2003; Hittleman & Simon, 2002; McNamara, 2002; Kirst, 2000; Haller & Kleine, 2001; Kennedy, 1997) there is very limited literature to guide non-researchers (such as teachers, head teachers, consultants and pre-service teachers) who may be required to read and interpret research to inform professional practice.

A survey consisting of 40 Likert Scale statements and short answer responses was developed using relevant literature. The presenters surveyed teachers, head teachers (principals), consultants and pre-service teachers in both Australia and the United Kingdom in 2007-2008. Statements were designed to gather perceptions of research. The short answer response question provided the participants with the opportunity to provide specific feedback to the researchers. Statistical analysis was undertaken using SPSS.

Since some of the data will be collected during 2008 final findings are not yet available. However data collected in 2007 and early 2008 will be analysed and presented in the proposed paper.