Written by Vicki Medina FCCT

Vicki Medina FCCT is Head of Scholars and Research, and Head of English, at Gordonstoun School in Moray. She has been a teacher for 14 years, spending the first 11 years of her career in Coventry and Warwickshire, before moving to the North of Scotland. She achieved Chartered Teacher Status in 2020, followed by Fellowship a few years later. She is also the Research Champion at Gordonstoun School, and is currently coordinating Gordonstoun’s application for the Research Mark. Additionally, last year, she facilitated a UK-wide journal club, working in conjunction with The Chartered College of Teaching and the Fair Educational Alliance.

I strongly believe that there should be two questions asked in any conversation about education research: Is this research reliable, and is it relevant to our setting?

Any teacher, in any school, in any setting can use these two questions as a starting point, no matter where they are in their educational research journey. A school does not need to be founded on a specific educational philosophy to develop strong conversations around educational research, and neither should a school rooted in one philosophy limit itself by not engaging in wider research discussions.

The role of staff in educational research

Before delving into the specifics of how conversations around educational research function in my school, it is imperative to highlight that the most important resource in any school’s educational research engagement journey is their staff. A genuinely interested, engaged, and eager-to-learn staff body is the best asset a school can have.

This perspective aligns with the findings of Hargreaves and Fullan (2012), who emphasise that teacher collaboration and professional learning communities are crucial to improving instructional practices and outcomes. Building this culture within a school requires intentional recruitment and retention strategies and empowering staff to engage with research in ways that work for them. Autonomy is essential here: research by Ryan and Deci (2000) on self-determination theory underscores that autonomy fosters intrinsic motivation, which in turn enhances engagement and professional growth.

Formal opportunities for research conversations

Thinking specifically of my setting, educational research features prominently in our department and faculty meetings. In these sessions, we discuss published research or share classroom practices that colleagues have tried. The structure ensures that research is a regular part of our professional dialogue, enabling us to learn from one another and expand our expertise across departments. This model echoes the findings of Cordingley et al. (2015), who note that sustained professional development, particularly when it involves collaborative peer-led learning, has a significant impact on teaching quality and student outcomes.

The value of informal discussions

Informally, conversations about educational research often happen during meal times. At my school, staff members frequently discuss teaching strategies, classroom challenges, and educational news over meals. While the opportunity to dine together twice daily is unique to our boarding school setting, lunchtime discussions could be adapted to other school contexts as well. This is supported by research by Bryk and Schneider (2002) which highlights the importance of trust and social capital in schools. Informal conversations in relaxed settings can build this trust, creating fertile ground for meaningful professional dialogue.

Blending formal and informal opportunities

Our “Lunch and Learn” sessions blend formal and informal elements. These voluntary CPD sessions, accompanied by incentives like personalised coasters, encourage participation and foster a spirit of collaboration. The varied topics, from WalkThrus to cross-curricular links, provide opportunities for staff to learn from each other and apply insights in their unique contexts. This approach reflects evidence from Desimone (2009), who argues that effective professional development is content-focused, collaborative, and integrated into teachers’ everyday work.

Involving students in educational research

Conversations about educational research should also include students, who are the primary beneficiaries of classroom practices. At our school, student leaders actively engage in research by surveying peers and analysing data, fostering research literacy among both students and staff. Incorporating students in discussions about research aligns with Fielding’s (2004) concept of “student voice,” which argues that when students actively participate in shaping their educational experiences, they become more engaged and invested in their learning.

Moreover, involving students in exploring classroom strategies has yielded invaluable insights. For example, when I discussed the role of competition in learning with an all-male class, one student shared that competition caused stress rather than motivation: which is consistent with research by Deci and Ryan (1985) on the potential downsides of extrinsic motivators. Conversely, another class found competition helpful, illustrating the importance of adapting research insights to specific contexts.

Conclusion: The Three Ss

To strengthen research conversations in schools, I recommend following these Three Ss:

⚪️ Involve Students – Encourage student participation in research discussions to gain valuable insights and foster engagement.
⚪️ Encourage Staff Self-Actualization – Empower teachers to engage with research in ways that suit their needs and interests.
⚪️ Provide Support – Offer structures, resources, and opportunities that make engaging with research feasible and rewarding.

By prioritising reliability and relevance, and fostering a culture of inquiry, schools can create environments where educational research truly drives improvement.

References

Bryk, A. S., & Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. Russell Sage Foundation.

Cordingley, P., Bell, M., Isham, C., Evans, D., & Firth, A. (2015). Developing great teaching: Lessons from the international reviews into effective professional development. Teacher Development Trust.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.

Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295-311.

Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.