Leading the Use of Research and Evidence in Schools

Marc Notes: Designed for teachers and school leaders with a full-enough workload, this book is a collection of diverse (sometimes clashing) views on the current and often vexed drive for schools to become 'research-engaged'. The contributors include teachers, journalists, researchers, senior academics, policy advisers and CPD consultants, and they ask difficult questions. They each write, however, with the primary aim of supporting schools as they grapple with the challenges of using (and generating) evidence effectively. Table of Contents: Introduction1) How can evidence inform teaching and decision making across 21,000 autonomous schools?: Learning from the journey in England Toby Greany2) Evidence and quality Tom Bennett3) Evidence and teaching: a question of trust? Leslie Saunders4) Using evidence, learning and the role of professional learning Communities Louise Stoll5) Middle leaders as catalysts for evidence-informed change Louise Stoll and Chris Brown6) Knowledge creation as an approach to deliver evidence-informed practice among early years practitioners in Camden (London) Chris Brown and Sue Rogers7) Leading disciplined enquiries in schools Helene Galdin O'Shea8) Impractical research: overcoming the obstacles to becoming an evidence-informed school Clare Roberts9) Teacher data use for improving teaching and learning Jonathan Supovitz10) Understanding impact and the cycle of enquiry Carol Taylor and Karen Spence-Thomas11) Leveraging social networks for educational improvement Kara S. Finnigan, Alan J. Daly, Nadine D. Hylton and Jing Che12) Reflections on the challenges of Leading Research and Evidence Use in Schools Lorna M. EarlConclusion Index"Review Quotes: "A must-read, not only for school leaders and teachers, but for anyone involved in thinking about how research and evidence can inform and improve education: for researchers it provides insights with regard to how to connect with practice; for policymakers how research can inform policy, as well as how to support the use of evidence and research in schools; and for practitioners how to use research results as well as local data to improve the learning of students. As stated in the book, using evidence and research requires questioning one's assumptions. This book certainly made me question some of mine."--Dr. Kim Schildkamp, Associate Professor Contributor Bio:  Brown, Chris Chris Brown is a John Adams Research Fellow at the Institute of Education, University of London. With a long-standing interest in how evidence can aid decision making, Chris has worked with both UK and international governments to examine how research can better impact on policy-making. Formerly a Civil Servant, he has held roles in government research and in policy development.