This paper considers the engagement by teachers and school leaders in England in research informed educational practice (RIEP). Research in the area of RIEP has been criticised for being “under theorised” (e.g. Nutley et al., 2007); leading to researchers failing to consider the full range of factors influencing the research-practice gap. In response, we adopt Baudrillard’s (1968) semiotic theory of consumption, which is concerned both with consumer behaviour and the “objects” which are consumed. Specifically, how objects are “experienced” and what needs they serve in addition to those which are purely functional. The research questions addressed in this paper are: • RQ1: What potential benefit, cost and signification factors can be identified that might account for the current research-practice gap? • RQ2: Which individual and combinations of benefits, cost and signification factors appear to be most closely associated with educators’ use of research evidence? • RQ3: What implications emerge for policy and practice in terms of how to increase educators’ use of research evidence? Methods: A survey study was conducted to address these questions. To develop the survey recent literature (broadly 2010 and later) was reviewed that generally encapsulated the area of RIEP. The survey was undertaken by teachers in England. The aim of our sampling strategy was to achieve a representative sample of teaching staff, both in terms of their own individual characteristics, as well as the characteristics of the schools they work in. The survey was administered by email and a one percent response rate was achieved (approximately 250 schools). Findings: Regression analyses were used to ascertain whether the research-practice gap is caused by educators failing to perceive the benefits of engaging in RIEP; from educators believing that the costs involved with research use are too high; or from RIEP-type activity not being sufficiently desirable for them to want to engage in it. As you might expect, a range of factors emerged across each of these three areas and policy implications include the need for training and mentoring as well as coaching for school leaders to help establish RIEP within and across schools. Scholarly significance: By developing and testing a survey grounded in a strong theoretical basis, we have, for the first time, kickstarted an exploration of factors promising for “bridging” the research practice gap. The result is a richer and more nuanced understanding of what is required to achieve RIEP than has been possible from previous work.

- Baudrillard, J. (1968). The System of Objects. Verso. - Nutley, S.M., Walter, I. and Davies, H.T.O. (2007). Using evidence: How research can inform public services. The Policy Press.