Neal Zachary, Lawlor Jennifer, Neal Jennifer Watling, Mills Kristen, McAlindon Kathryn
Department of Psychology, Michigan State University.
Evid Policy. 2019 Jan;15(1):103-123. doi: 10.1332/174426418X15172392413087.
Measuring the use of research evidence (URE) by schools has become a central of education researchers. However, it has proven challenging due to low response rates, social desirability bias, and costly or time consuming data collection methods. To overcome these challenges and meet the needs of research focused on URE, this paper introduces a non-reactive archival measure: Archival Search of Use of Research Evidence (ASURE). ASURE counts references to research or evidence on a school's or school district's website to capture the extent of its rhetorical use of research evidence. After illustrating the collection of ASURE in all public school districts in Michigan (N = 595), we use data on these districts to show that ASURE is reliable and valid, and thus offers a promising new strategy for measuring URE in schools. We conclude by considering future steps for exploring ASURE not simply as a measure of URE in schools, but instead as a measurement strategy for assessing URE in a broad range of organizational contexts.
衡量学校对研究证据的使用情况（URE）已成为教育研究人员关注的核心。然而，由于回复率低、社会期望偏差以及数据收集方法成本高或耗时，事实证明这具有挑战性。为了克服这些挑战并满足专注于URE的研究需求，本文引入了一种非反应性档案测量方法：研究证据使用情况的档案搜索（ASURE）。ASURE通过统计学校或学区网站上对研究或证据的引用次数，来了解其对研究证据的修辞性使用程度。在说明了密歇根州所有公立学区（N = 595）的ASURE数据收集情况后，我们利用这些学区的数据表明，ASURE是可靠且有效的，因此为衡量学校的URE提供了一种有前景的新策略。我们在结论中考虑了未来的步骤，即不仅将ASURE视为衡量学校URE的一种方法，而且将其作为在广泛组织背景下评估URE的一种测量策略来探索。
