Getting Evidence into Education

Evaluating the Routes to Policy and Practice
Herausgeber: Gorard, Stephen

• Broschiertes Buch

Produktbeschreibung

Containing a variety of case studies, from evidence-based policies for early childhood education in Brazil, to the use of evidence on contextualized admissions to Scottish universities, the volume explores a variety of different ways to approach the problem of getting evidence into Education.

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Produktdetails

• Verlag: Taylor & Francis Ltd
• Seitenzahl: 262
• Erscheinungstermin: 20. April 2020
• Englisch
• Abmessung: 234mm x 156mm x 14mm
• Gewicht: 402g
• ISBN-13: 9780367258832
• ISBN-10: 0367258838
• Artikelnr.: 59357886

Autorenporträt

Stephen Gorard is Professor of Education and Public Policy at Durham University, UK and a Fellow of the Academy of Social Sciences.

Inhaltsangabe

Section 1: Introduction to need for better evidence. Chapter 1: Why we need
better use of good evidence in education. Chapter 2: The importance of
providing evidence in education from rigorous evaluations. Chapter 3: The
global evidence and architecture in health and education: a comparative
scorecard. Chapter 4: What we know already about the best ways to get
evidence into use in education. Section 2: Experiences of different routes
to evidence use. Chapter 5: Hearts and minds: The Research Schools Network:
from evidence to engagement. Chapter 6: The development and worldwide
impact of the Teaching and Learning Toolkit. Chapter 7: Why is it difficult
to get evidence into use? Chapter 8: Generating research evidence in
teaching practice: Can teachers lead randomised control trials in
education? Section 3: Engagement with impact in different phases of
education. Chapter 9: First two years at school: Evidence-based policy for
early childhood education in Brazil. Chapter 10: Resarch into practice: The
case of classroom formative assessment. Chapter 11: Engagement and impact
in addressing and overcoming educational disadvantage. Chapter 12: The use
of evidence from research on contextualised admissions to widen access to
Scottish universities. Section 4: The role of leadership in evidence
uptake. Chapter 13: Is distributed leadership an effective approach for
mobilising research-informed innovation across professional learning
networks? Exploring a case from England. Chapter 14: The opportunities and
challenges of leaders using evidence in education. Section 5: Suggestions
for next steps in evidence use. Chapter 15: Towards a better understanding
of quality of evidence use. Chapter 16: Where next for improving the use of
good evidence.