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ERIC Number: EJ999462
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0002-4805
An Exploration of the Utility of a Knowledge Utilization Framework to Study the Gap between Reading Disabilities Research and Practice
Davidson, Katherine; Nowicki, Elizabeth
Alberta Journal of Educational Research, v58 n3 p330-349 Fall 2012
This pre-pilot study explored the usefulness of a knowledge utilization framework comprised of Knott and Wildavsky's (1980) seven stages of knowledge use and Stone's (2002) three routes to knowledge use to investigate the gap between reading disabilities research and teachers' self-reported use of that research. Semi-structured interviews of ten elementary school teachers were undertaken. A qualitative analysis of the interview data indicated that the framework was effective for categorizing and interpreting the interview responses. Findings indicated that a divide between research and reported practice potentially begins with an inadequate reception of research, and that a divide is exacerbated by limited reading and implementation of research knowledge by teachers. The knowledge utilization framework also assisted in identifying obstacles to teachers' reported use of research. These obstacles were successfully categorized according to the variables of supply, demand, and context. The combined framework of knowledge utilization has potential for studying the use of research by teachers.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A