Establishing a centre for evidence‐informed practice within a school: Lessons from the Research and Evidence Centre

Konstantinou, Iro

doi:10.1002/rev3.3324

Cited by 2 publications

(2 citation statements)

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“…This presents a paradox: teachers and school leaders need to be well versed in knowledge about the research process to undertake and support research-informed practice, even though research-informed practice is often expected to be a tool and not an outcome of professional learning and change. The role of school leaders in particular in this process, has been particularly highlighted [19,30,73], even as other evidence [38] points to the fact that school leaders may experience and perceive the evidence-based research-informed professional change more readily, or at least be in a better position to articulate it.…”

Section: Framing Findings In the Existing Evidence Bodymentioning

confidence: 99%

A Theory-Led Evaluation of a Scalable Intervention to Promote Evidence-Based, Research-Informed Practice in Schools to Address Attainment Gaps

Hofmann

Ilie

2022

Education Sciences

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Evidence-based practice is a salient solution that has been presented to address the persistent educational attainment gap linked to economic disadvantage. However, most schools do not engage with research, and we know little about facilitating school-led research use at scale. Linking different approaches to studying educational effectiveness, equity and change, and drawing on cultural-historical activity theory, this study develops intermediate theory about the mechanisms influencing institutions’ success in using research. In the context of the Opportunity Area Programme, supporting place-based interventions in the UK’s most socio-economically disadvantaged regions, we conducted a theory-led evaluation of the Evidence-Based Practice Fund (EBPF), aimed at supporting school-led research engagement to improve learning outcomes. We analysed the documentation of 83 EBPF projects, 8 focus groups, and a school survey. We demonstrate that enabling schools to address locally identified needs motivates research engagement but formulating these as stimulus for change requires scaffolding. Schools were keen but needed re-translation to use research to address those challenges. Low-key school-to-school support was found adequate. Leadership support and collaboration were significant but require relational expertise and professional learning to be effective. This study demonstrates that the use of research by schools at scale is possible and can transform a school’s agency in developing their own practice to improve equity.

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Section: Framing Findings In the Existing Evidence Bodymentioning

confidence: 99%

A Theory-Led Evaluation of a Scalable Intervention to Promote Evidence-Based, Research-Informed Practice in Schools to Address Attainment Gaps

Hofmann

Ilie

2022

Education Sciences

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“…Some schools are setting up centres or sections to help embed evidence‐led practices in classrooms. Konstantinou (2022) looked at such an initiative in one school, using a multi‐method cases study. The idea is feasible, can help with teachers’ skills in the widest sense, and needs time for teachers, and strong support from school leaders.…”

Section: How Is Evidence Best Summarised and Presented?mentioning

confidence: 99%

Special issue: Evidence into policy and practice

Siddiqui

Gorard

Wiliam

2022

Review of Education

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This special issue of Review of Education on 'Evidence into Policy and Practice' consists of a selection of 12 research papers, selected from 45 abstracts sent in response to the call published in January 2021, and 21 subsequent papers sent for peer review. The call was for papers that improved society's knowledge and understanding of how research evidence is best used in policy and practice.Governments, funders and researchers worldwide report that the use of evidence in education is increasingly important but we have seen no consolidated discussion of good examples, successes and failures, and the challenges and barriers in translating evidence into practice and policy. Above all, we have seen no robust evaluations of the benefits for students and teachers of using research evidence in education, or of how best to get evidence into use (Gorard et al. 2020).There have been improvements in the generation and synthesis of high-quality substantive evidence in education, worldwide, over the past 30 years, with 'What Works' centres and similar organisations. There are now reasonable bodies of evidence available on a range of education topics, although more so for practice than for policy. The money that tax-payers and charities spend on this primary work is largely wasted if it is not used. Most importantly, perhaps, high-quality evidence needs to be distinguished from all of the rest-which obviously provide unsound bases for policy and practice. What we need now is a giant step in the amount and quality of the research on innovative and impactful modes of translating and mobilising primary research evidence into usable formats. This is particularly timely because of policies such as the Pupil Premium in England, which requires schools and teachers to invest their additional funds in educational resources and programmes to improve the schooling of disadvantaged children, and for which there is high quality evidence of their benefits.We were therefore delighted to receive an encouraging response to the call for this special issue from education researchers based in England,

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Establishing a centre for evidence‐informed practice within a school: Lessons from the Research and Evidence Centre

Abstract: Despite the numerous attempts to engage teachers on a practical level with evidence-informed pedagogies, there is little empirical research that maps the journey, from the inception to the implementation and practical applications, of a research centre within a

Cited by 2 publications

References 28 publications

A Theory-Led Evaluation of a Scalable Intervention to Promote Evidence-Based, Research-Informed Practice in Schools to Address Attainment Gaps

A Theory-Led Evaluation of a Scalable Intervention to Promote Evidence-Based, Research-Informed Practice in Schools to Address Attainment Gaps

Special issue: Evidence into policy and practice

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