Much of the discussion of research-informed practice in education has centred on two perspectives: the rational-linear and interactive perspectives on research use. This paper examines two initiatives aimed at delivering research-informed practice in schools that appear to represent these two perspectives, Peer-Assisted Learning Strategies and the School-Based Research Consortia Initiative. This examination reveals that both initiatives contain rational-linear and interactive elements. It also highlights other features of the initiatives not captured by the rational-linear and interactive perspectives. The paper argues that in order to capture the cross-cutting and multifaceted nature of initiatives on the ground, it is helpful to overlay the rational-linear and interactive perspectives with three models of research use developed in social care field: the research-based practitioner model, the embedded research model and the organisational excellence model. The resulting matrix provides a framework for considering whether, when and how these different approaches to increasing research use might be combined. (Contains 2 tables.)