Comparing school leaders’ experiences of research use in England, Scotland and Germany

In some countries it is common for policymakers to advocate research use by practitioners as a means to bring about school development. Yet, despite their increasing sophistication, the enactment of protocols for using research is problematic and, even in optimal environments, practitioners have difficulty mobilising research findings to improve student attainment. In this study, we consider school leaders’ engagement with research, brokered by various intermediaries, in three countries where policy and practice differ. We explore research engagement through documentary analyses and in-depth interviews with school leaders from equivalent phase schools. Results suggest school leaders’ experiences of research use are shaped by political contexts and strongly framed by education governance processes. These conclusions are, however, tentative and invite further investigation.