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The opportunities and challenges of leaders using evidence in education
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Morris, Rebecca, Perry, Thomas and Asquith, Simon (2020) The opportunities and challenges of leaders using evidence in education. In: Gorard, Stephen, (ed.) Getting Evidence into Education : Evaluating the Routes to Policy and Practice. Abingdon, Oxon ; New York, NY: Routledge, pp. 199-216. ISBN 9780367258801
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Official URL: https://www.routledge.com/Getting-Evidence-into-Ed...
Abstract
This chapter presents a practitioner-focused perspective on the use of evidence in schools. We use the review findings in Chapter 2 to provide a framework for examining and understanding leaders’ experiences of using evidence in schools. While not a new phenomenon in education (Davies, 1999), evidence-informed practice (EIP) is widely and increasingly considered to be a powerful way of effecting school improvement and an important component of professional practice (Brown & Zhang, 2016). Advocates have made the case for EIP on numerous grounds including improving the quality of teaching and learning; professionalising and empowering teachers; collaboration and sharing of good practice; and reducing and managing workload (e.g. Allison, 2018; Brown and Greany, 2018; Coldwell et al., 2017). There is wide agreement that evidence cannot be the sole basis for practice and must sit alongside professional judgement and experience. Emphasis varies however between those advocating a more scientific, evidence-led approach (Goldacre, 2013); those who seek a balance between practical and research perspectives (see e.g. Brown et al., 2017; Cordingley, 2008); and those who hold that the role of evidence is necessarily minimal (Biesta et al., 2010). At present, there is also wide variation in what constitutes EIP. In Chapter 2, the Gorard et al. grid framework identifies numerous types and degrees of EIP, organised according to levels of evidence modification and interaction. What is clear is that EIP encompasses a huge range of different and interconnected practices and objectives. The aim of this chapter is to explore how these are pursued by leaders and outline their experiences in getting evidence into practice across their diverse settings and contexts.
Item Type: | Book Item | ||||||
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Subjects: | L Education > LB Theory and practice of education | ||||||
Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||||
Library of Congress Subject Headings (LCSH): | Education -- Research, Education -- Methodology, Education -- Aims and objectives | ||||||
Publisher: | Routledge | ||||||
Place of Publication: | Abingdon, Oxon ; New York, NY | ||||||
ISBN: | 9780367258801 | ||||||
Book Title: | Getting Evidence into Education : Evaluating the Routes to Policy and Practice | ||||||
Editor: | Gorard, Stephen | ||||||
Official Date: | 20 April 2020 | ||||||
Dates: |
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Number of Pages: | 260 | ||||||
Page Range: | pp. 199-216 | ||||||
Status: | Peer Reviewed | ||||||
Publication Status: | Published | ||||||
Reuse Statement (publisher, data, author rights): | This is an Accepted Manuscript of a book chapter published by Routledge in Getting Evidence in to Education on 20/04/2020, available online: http://www.routledge.com/Getting-Evidence-into-Education-Evaluating-the-Routes-to-Policy-and-Practice/Gorard/p/book/9780367258832 | ||||||
Access rights to Published version: | Restricted or Subscription Access | ||||||
Copyright Holders: | Copyright © 2020 | ||||||
Date of first compliant deposit: | 26 November 2019 | ||||||
Date of first compliant Open Access: | 20 October 2021 |
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