Research article

Research learning communities: How the RLC approach enables teachers to use research to improve their practice and the benefits for students that occur as a result

---

Abstract

This article explores the research learning communities (RLC) model that the author has pioneered and its potential to be an effective way of fostering and embedding research-informed practice among teachers. The article begins by setting out the origins of the RLC approach and the theoretical and conceptual thinking that underpins the model, as well as the practical elements of how RLCs are run and delivered. It then uses the case study of one teaching school alliance – Excellence Together – to illustrate how the RLC approach has led not only to teachers within this specific alliance engaging in research-informed practice, but also how this practice has begun to transform teaching and improve student outcomes within participating schools. Scales and a methodology for identifying and measuring both research engagement and transformative teaching/improved student outcomes are presented, along with the results for Excellence Together.

Keywords: RESEARCH LEARNING COMMUNITIES, RLC, RESEARCH-INFORMED TEACHING PRACTICE, EVIDENCE-INFORMED PRACTICE

How to Cite:

Brown, C., (2017) “Research learning communities: How the RLC approach enables teachers to use research to improve their practice and the benefits for students that occur as a result”, Research for All 1(2), 387–405. doi: https://doi.org/10.18546/RFA.01.2.14

Rights: Copyright © The Author(s)