Karen Drill’s research while affiliated with American Institutes for Research and other places

Based on two studies conducted in the Chicago metropolitan area in 2009 and 2010, we found that teachers do, in fact, use research, although they tend to seek it out under very specific conditions and circumstances. Namely, teachers tend to look to research in response to an immediate, pressing concern such as how to best teach fractions to English language learners (ELLs). Teachers also turn to research to address a specific content need, such as gathering information for an upcoming lesson. In terms of broader reviews of research, teachers sometimes review research they have used in the past, such as best practices for a particular topic or method. Finally, teachers may consult educational research when they participate in groups that use research findings to more broadly support their instructional practice (e.g., study groups, committees or courses on using research in the classroom).

Teachers will use more research when researchers fine-tune how they present their discoveries to teachers.

Within the United States, protecting the rights of lesbian, gay, bisexual, and transgender (LGBT) students in school elicits much controversy and debate. On one side is the argument that all students should be able to receive an education free from discrimination, harassment, and harm. On the other side is the argument that by protecting LGBT students' rights, schools are infringing on the rights of others to their individual beliefs about homosexuality. To investigate these competing arguments, we surveyed high school-aged heterosexual adolescents (N = 1,076) regarding their beliefs and attitudes about sexual orientation and the rights of gay and lesbian peers. Results suggest that adolescents differentiate between their individual beliefs about homosexuality and the rights of others to be safe in school. Further, the results provide additional support for the idea that attitudes and beliefs about sexual orientation and the rights of gay and lesbian peers are multifaceted and draw from multiple domains of social knowledge. The implications of these findings will be discussed in relation to the rights of LGBT students and the obligations that schools have to create safe and supportive learning environments for all students regardless of sexual orientation or gender identity.