Getting Evidence into Education

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

• Gebundenes Buch

Produktbeschreibung

Worldwide, there has been considerable progress in the quality of research evidence generated for use in education, but not the equivalent growth in knowledge of how best to get this evidence into actual use. Yet with far-reaching implications, all of education is damaged when persuasive but poor-quality evidence has widespread influence, or good research lies unused. Focused on the work of the Durham University Evidence Centre for Education, Getting Evidence into Education addresses this problem, examining what can be done to improve the take-up of suitable research evidence and inform the public service of education. 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, addressing the questions: What is the existing evidence on different approaches to getting research evidence into use? What are the factors which influence the uptake of high-quality research evidence by policy or practice? Which are the most effective pathways for evidence-into-use in particular contexts? Considering both the practical and ethical implications, the book builds towards key recommendations for the research community, practitioner bodies and policy-makers and advisors, directing them on how to communicate better with each other for the benefit of everyone.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 262
• Erscheinungstermin: 20. April 2020
• Englisch
• Abmessung: 240mm x 161mm x 19mm
• Gewicht: 563g
• ISBN-13: 9780367258801
• ISBN-10: 0367258803
• Artikelnr.: 69984077

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.