New research by the Monash Q Project has found Australia’s educators are time poor when it comes to accessing and using vital research needed to improve their skills and confidence - and student outcomes.
New research by the Monash Q Project has found Australia's educators are time poor when it comes to accessing and using vital research needed to improve their skills and confidence - and student outcomes. The Monash Q Project surveyed 1725 Australian educators, who confirmed that although our teachers highly value research, they don't have adequate time available to engage with research that could lead to better classroom outcomes. The findings have been released in a new report, 'What, why, when and how - Australian educators' use of research in schools'. This report builds on previous work undertaken by the Monash Q Project. Despite previous findings that 83.1 per cent of teachers believe there is a direct link between research use and improved student outcomes, the new report reveals that: 76.2 per cent of educators don't believe they have time to access and review research 75.9 per cent of educators find it difficult to keep up with new and emerging research. These time pressures had a marked impact on how often educators' used research, with time-poor educators being significantly less likely to regularly use university research or guidance to inform their practice. Dr Joanne Gleeson, Research Fellow with the Q Project, says with nearly one in three educators using personal time before the school year to engage with research, and one in four engaging with research during the school holidays, our teachers need scheduled time during school hours to engage properly with research.
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