CONTENTS: Introduction, by Chris Brown; 1. How can evidence inform teaching and decision making across 21,000 autonomous schools?: Learning from the journey in England, by Toby Greany; 2. Evidence and quality, by Tom Bennett; 3. ‘Evidence’ and teaching: a question of trust?, by Leslie Saunders; 4. Using evidence, learning and the role of professional learning Communities, by Louise Stoll; 5. Middle leaders as catalysts for evidence-informed change, by Louise Stoll and Chris Brown; 6. Knowledge creation as an approach to deliver evidence-informed practice among early years practitioners in Camden (London), by Chris Brown and Sue Rogers; 7. Leading ‘disciplined enquiries’ in schools, by Hélène Galdin O'Shea; 8. Impractical research: overcoming the obstacles to becoming an evidence-informed school, by Clare Roberts; 9. Teacher data use for improving teaching and learning, by Jonathan Supovitz; 10. Understanding impact and the cycle of enquiry, by Carol Taylor and Karen Spence-Thomas; 11. Leveraging social networks for educational improvement, by Kara S. Finnigan, Alan J. Daly, Nadine D. Hylton and Jing Che; 12. Reflections on the challenges of Leading Research and Evidence Use in Schools, by Lorna M. Earl; Conclusion, by Chris Brown; Index
'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, University of Twente, The Netherlands 'This books offers both advice and challenge to school leaders and teachers. Alongside warnings of potential dangers is an important underlying message that the teaching profession should be more evidence-informed in its practice and policies in schools.' -- Sir John Dunford Chair, Whole Education 'Leading the Use of Research and Evidence in Schools is a must-have for researchers, practitioners, and policymakers interested in evidence use in education. Education systems globally have been grappling with how to meaningfully measure research mobilization and evidence use, especially on the front lines with educational leaders and teachers. The authors in this book address this complex issue head-on through their groundbreaking empirical work which provides a number of instruments, frameworks and methodologies to measure research use in education.' -- Amanda Cooper Assistant Professor, Educational Policy and Leadership, Queen's University, Canada
Chris Brown is Lecturer in Evidence Informed Policy and Practice at the UCL Institute of Education, University College London. With a longstanding 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 policymaking. Formerly a civil servant, he has held roles in government research and in policy development. Tom Bennett is Director of researchED. Jing Che is an Educational Data Strategist at the Rochester City School District and a Data Fellow at the Strategic Data Project, Center for Education Policy Research, Harvard University. Alan J. Daly is Professor and Chair of the Department of Education Studies at the University of California, San Diego. Lorna Earl is President, Lorna Earl and Associates and part-time Professor at the University of Auckland. Kara S. Finnigan is Associate Professor of Education Policy at the University of Rochester’s (UR) Warner School of Education. Hélène Galdin-O’Shea is a teacher, primarily of English and media studies. Toby Greany is Professor of Leadership and Innovation at the UCL Institute of Education, University College London. Nadine Hylton is a PhD student in education policy and theory at the University of Rochester’s Warner School of Education. Clare Roberts a foreign languages teacher in London. Sue Rogers is Professor of Early Years Education at the UCL Institute of Education, University College London. Lesley Saunders is a Visiting Professor at the UCL Institute of Education, University College London, a Research Fellow at the University of Oxford Department of Education, and an Honorary Fellow of the College of Teachers. Karen Spence-Thomas is Programme Leader for Continuing Professional Development and Aspiring Leaders at the London Centre for Leadership and Learning (LCLL) at the UCL Institute of Education, University College London. Louise Stoll is a part-time Professor at the London Centre for Leadership in Learning at the UCL Institute of Education, University College London. Jonathan Supovitz is an Associate Professor of Education Policy and Leadership at the University of Pennsylvania’s Graduate School of Education and Co-Director of the Consortium for Policy Research in Education (CPRE). Carol Taylor is Strategic Leader PD in the London Centre for Leadership in Learning, UCL Institute of Education, University College London.
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
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