Evidence-informed teaching: an evaluation of progress in England. Research Report

COLDWELL, Michael, GREANY, Toby, HIGGINS, Steve, BROWN, Chris, MAXWELL, Bronwen, STIELL, Bernadette, STOLL, Louise, WILLIS, Benjamin and BURNS, Helen (2017). Evidence-informed teaching: an evaluation of progress in England. Research Report. Project Report. London, UK, Department for Education.

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This is the final report of the Evidence-informed teaching: evaluation of progress study. Drawing on an evidence review, content analysis of websites, documents and social media and nearly 100 interviews with teachers and leaders it examines teachers' and leaders awareness of, engagement with and use of research evidence. For teachers, the key finding was that evidence-informed teaching meant drawing on research evidence to integrate and trial in their own practice, rather than directly applying research findings,prompted by a need to solve a practical problem. For schools, the key finding was that the most strongly research-engaged schools were highly effective, well-led organisations within which 'research use' meant integrating research evidence into all aspects of their work as part of an ethos of continual improvement and reflection. In the most highly research-engaged schools, senior leaders played a key role. A set of recommendations are made to improve research engagement in English schools.

Item Type: Monograph (Project Report)
Additional Information: Associated appendices published, DFE-RR696a, ISBN 978-1-78105-768-1, same authors, available at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/625477/Evidence-informed_teaching_-_an_evaluation_of_progress_in_England_Appendices.pdf
Uncontrolled Keywords: evidence-informed teaching, research use, evaluation
Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
Identification Number: DFE-RR696
Depositing User: Michael Coldwell
Date Deposited: 24 Jul 2017 10:58
Last Modified: 12 May 2021 19:27
URI: https://shura.shu.ac.uk/id/eprint/16140

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