Evidence-Informed School Improvement - Results, Knowledge and Ideas

Closed seminar - presentation by Chris Brown, Professor, University of Portsmouth. To be held in Emdrup 7 December 2018. DPU and NCS project employees only.

01.08.2018 | Helle Klareskov

Dato fre 07 dec
Tid 10:00 12:00
Sted DPU Emdrup, Building A, Room 403

Closed research seminar, i.e. with a focus on research dimensions of Evidence-Informed School Improvement.

Programme

10-11: Professor Chris Brown: “Evidence-Informed School Improvement - Results, knowledge and ideas”

Abstract: Although there is now a recognition that academic educational research can and should be used to improve practice there is only limited evidence on how this might be facilitated at the school level (Graves and Moore, 2017). Furthermore, a systemic gap appears to exist between research and practitioners which as yet shows little indication of narrowing (Coldwell et al., 2017; Graves and Moore, 2017; Whitty and Wisby, 2017). As a result this leaves only sporadic instances of evidence-informed teaching occurring within and across schools; with other factors such as intuition and experience instead solely driving much of the decision-making undertaken by teachers (Vanlommel et al., 2017). A key question therefore is what can we do to achieve evidence-informed teaching at scale? To address this question, this lecture will present understanding and ideas for how best to close research to practice gap (Graves and Moore, 2017) as well as present case studies of successful initiatives in this area, including the notion of Research Learning Communities (Brown, 2017).

11-12: Discussion

References

  • Brown, C. (2017) Further exploring the rationality of evidence-informed practice: a semiotic analysis of the perspectives of a school federation, International Journal of Education Research, 82, pp. 28-39.
  • Coldwell, M., Greany, T., Higgins, S., Brown, C., Maxwell, B., Stiell, B., Stoll, L, Willis, B. and Burns, H. (2017) Evidence-informed teaching: an evaluation of progress in England (London, Department for Education).
  • Graves, S. and Moore, A. (2017) How do you know what works, works for you? An investigation into the attitudes of school leaders to using research evidence to inform teaching and learning in schools, School Leadership & Management, early online access.
  • Rose, J., Thomas, S., Zhang, L., Edwards, A., Augero, A. and Rooney, P. (2017) Research Learning Communities: Evaluation report and executive summary (December 2017) Available at: educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Research_Learning_Communities.pdf, accessed on December 15th 2017.
  • Vanlommel, K., Van Gasse, R., Vanhoof, J. and Van Petegem, P. (2017) Teachers’ decision-making: Data based or intuition driven, International Journal of Educational Research, 83, pp. 75-86.
  • Walker, M. (2017) Insights into the Role of Research and Development in Teaching Schools, (Slough, NfER).
  • Whitty, G. and Wisby, E. (2017) Is evidence-informed practice any more feasible than evidence-informed policy? Presented at the British Educational Research Association annual conference, Sussex, 5 -7 September, 2017

Other relevant literature by the presenter

  • Brown, C. and Flood, J. Lost in translation? (2018) Can the use of theories of action be effective in helping teachers develop and scale up research-informed practices?, Teaching and Teacher Education, 72, May, pp. 144-154.
  • Brown, C., Zhang, D., Xu, N. and Corbett, S. (2018) Exploring the impact of social relationships on teachers’ use of research: A regression analysis of 389 teachers in England, International Journal of Education Research, 89, pp. 36-46.
  • Malin, J., Brown, C., and Trubceac, A. (2018) Going for Broke: A Multiple Case Study of Brokerage in Education, AERA Open, April-June, 4, 2, pp. 1-14.
  • Brown, C. (2017) Further exploring the rationality of evidence-informed practice: a semiotic analysis of the perspectives of a school federation, International Journal of Education Research, 82, pp. 28-39.
  • Brown, C., Daly, A. and Liou, Y-H. (2016) Improving Trust, Improving Schools: Findings from a Social Network Analysis of 43 Primary Schools in England, Journal of Professional Capital & Community, 1, 1, pp. 69-91.
  • Brown, C., and Zhang, D. (2016) How can school leaders establish evidence informed schools: an analysis of the effectiveness of potential school policy levers, Educational Management and Leadership, 45, 3, pp. 382-401.
  • Brown, C., and Zhang, D. (2016) Is engaging in evidence-informed practice in education rational? Examining the divergence between teachers’ attitudes towards evidence use and their actual instances of evidence use in schools, British Educational Research Journal, 42, 5, pp. 780-801.
  • Brown, C. and Rogers, S. (2015) Knowledge creation as an approach to facilitating evidence-informed practice: examining ways to measure the success of using this method with early years practitioners in Camden (London), Journal of Educational Change, 16, 1, pp. 79-99.

Date and time: 07.12.2018, kl. 10.00-12.00

Location: DPU Emdrup, Building A, Room 103

Introductory speaker: Professor Chris Brown

Language: English

Participation is free, but registration is required

Registration link will be published later

Seminar