15 SES 04, Evidence-Informed Practice: International perspectives, problems and opportunities for partnerships
Internationally, there are calls for education in the public sector to be improved by evidence from research, as part of a broader, ‘evidence-informed practice’ movement that includes broad public policy areas such as health, social work, and crime reduction (Bristow, Carter, & Martin, 2015). In education, governments expect research to provide teachers ‘with evidence about what works’ in the expectation that this will improve the quality of teaching (e.g. Goldacre, 2013; DfE, 2013/2014). In various countries, different policy levers have been used to encourage evidence-informed practice. These include Open Access of research, government-sponsored clearinghouses of research and in some countries, requirements that universities are judged on the ‘impact’ of their research on the social world beyond academia. (e.g. Cain, Weiser & Livingston 2016). Such initiatives encourage researchers to work with teachers and school leaders through ‘pushing’, ‘pulling’ and ‘mediating’ research into practice (Gough, Tripney & Kenny, 2011.) In many instances in the UK, both schools and universities have responded to these policy requirements through forming partnerships around research. Such partnerships are not new but have a history based around teacher education. But the increased efforts to form partnerships around research give a new purpose to these partnerships – one which is currently under-researched. Drawing on interview data from three research studies involving eleven schools, this presentation argues that schools enter partnerships with universities in order to develop and to be recognised as ‘thinking schools’. Contrary to previous research findings, the teachers and school leaders in these studies valued the intellectual activities associated with evidence use and sought out opportunities for conversations about research and teaching (Cain 2015). They formed and maintained partnerships around regular discussions (including online discussions), joint projects, and Teacher Research. Teachers valued these partnerships for the opportunities they gave them to see their work from a different perspective and to think about their teaching in new ways. This research points to new forms of schools-universities partnerships. Whereas previous partnerships had the student teacher as the focus, the new partnerships have research as the focus. In these partnerships, research provides a space for questioning, critique and argumentation.
Bristow, D., Carter, L., & Martin, S. (2015). Using evidence to improve policy and practice: The UK what works centres. Contemporary Social Science, 10, 126–137. Cain, T. (2015). Teachers’ engagement with research texts: Beyond instrumental, conceptual or strategic use. Journal of Education for Teaching, 41, 478–492. Cain, T., Wieser, C., & Livingston, K. (2016). Mobilising research knowledge for teaching and teacher education. European Journal of Teacher Education, 39(5), 529-533. Department for Education. (2013/2014). Improving the quality of teaching and leadership. London: DfE. Retrieved from www.gov.uk/government/policies/improving-the-quality-of-teaching-and- leadership Goldacre, B. (2013). Building evidence into education. London: Department for Education. Retrieved from www.gov.uk/government/news/building-evidence-into-education. Gough, D., Tripney, J. Kenny, C. (2011). Evidence informed policymaking in education in Europe: EIPEE final project report. London: Institute of Education, University College London.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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