There is much talk at the moment about “evidence-informed teaching" (EIT). But what does it mean? Whose evidence counts? And how can it best be accessed and shared?
These are just some of the questions that a colleague and I recently encountered when we conducted a review into the use of research evidence in schools. Our review, Using Evidence in the Classroom: What works and why?, identified two separate bodies of literature dealing with two quite different practices:
Discussions earlier this year on the Guardian website, (see further information) demonstrate that, at best, each of the above practices operate with little awareness of the other, and at worst, there can be active disagreement about who is best placed to conduct research and produce “evidence". Teachers often feel that researchers do not understand their situations, and researchers sometimes argue that teachers have insufficient skill to conduct robust research.
Register now, read forever
Thank you for visiting Headteacher Update and reading some of our content for professionals in primary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcasts
-
New content and e-bulletins delivered straight to your inbox every Monday
Already have an account? Sign in here