Designing for impact? Identifying characteristics of teacher-researchers’ practice-oriented educational research studies with impact

Abstract

Achieving impact is increasingly valued. Although it is typically assumed to occur (or not) after the research is finalised and influenced by circumstances mostly beyond the study, the characteristics of practice-oriented education research suggest that studies can be deliberately designed to foster impact, during and after conducting the research. This study explores if and how the characteristics of practice-oriented educational research designs contribute to achieving impact in local school contexts. This qualitative multiple-case study of three purposefully selected teacher-researchers’ research studies shows that the impact of the three studies differed in terms of the scope, nature and progress of impact. Impact appeared related to the research topic and how it was determined, how local stakeholders were involved throughout the study, and if findings were reified meaningfully, suggesting that designing for impact is possible.