This paper considers the engagement by teachers and school leaders in England in research-informed educational practice (RIEP) and ways in which to close the gap between academic research and professional practice. The study addresses criticisms that RIEP research is often "under-theorized" (Nutley et al., 2007), potentially overlooking factors influencing the research-practice gap. To address this, we adopt Baudrillard’s (1968) semiotic theory of consumption, which focuses on consumer behavior and the 'objects' consumed, including their functional and symbolic meanings. According to Baudrillard, consumer goods possess three values: i) ‘benefit’ value; ii) ‘cost’ value; and iii) ‘sign’ value—communicating messages through consumption. This theoretical framework guides our research questions:  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? Methodologically, the study utilizes a survey, developed from recent literature (post-2010) on RIEP, administered to a representative sample of teachers in England. The survey, targeting 250 schools and achieving a one percent response rate, sought to capture diverse individual and institutional characteristics. Regression analyses identified whether the research-practice gap is due to educators’ failure to perceive the benefits of RIEP, high perceived costs, or the lack of desirability of RIEP activities. Results pinpointed a range of influential factors within these categories, with policy implications highlighting the necessity for training, mentoring, and coaching for school leaders to foster RIEP. The paper's significance lies in its theoretically grounded survey, enhancing our understanding of the research-practice gap. The findings provide a nuanced perspective on achieving RIEP, surpassing the insights offered by existing studies.

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