Evidence for the frontline - LKLDev

Evidence for the frontline
Andrew Morris
Coalition for Evidence-Based Education
London Knowledge Lab
26th July 2013
Development and Research
• Development
– Driven by objectives
– Produces tools, guidance, models
• Research
– Driven by questions
– Produces knowledge, theory, models
Better learning
enhancing practice
development of tools, guidance
informed by research findings and theory
Fundamental issue
• Across education
• Across public services
• Across developed countries
• It’s a global issue
• A fundamental aspect of being human
Different perspectives
• Researchers – how to achieve impact
• Developers – how to get my gizmo into
• Practitioners – how to use evidence to
enhance my practice
• Intermediaries – how to mobilise
knowledge for practical use
Evidence about evidence
• Research
– linear transmission not effective
– impact strategies designed-in
• Development
– interact with research iteratively
– throws up questions, uses knowledge
Evidence about evidence
• Practitioners
– using evidence is social, interactive
– tailored materials and ready access needed
• Mediators
– play crucial role, investment needed
– need to understand both parties
What can be done?
• Better research
– applied to actual problems, diverse methods
– engages users, combines D&R
• Better EB materials
– syntheses, summaries,
– Evidence-based guidance
What can be done?
• Better access
– portals, databases
– common tags and bibliographic systems
• Better mediation
– recognition of importance of brokers,
– investment in brokerage
• Training in use of evidence
– CPD, ITE, specialist roles
One example
CEBE Evidence for the Frontline
School-based brokerage with HEI
– HE and schools: setting up dialogues
– expertise focussed on problem-in-hand
– peer to peer interaction on implementation
– web access to selected sources
– Open for collaborations anywhere, any theme,
any phase
Further contact
Andrew Morris
[email protected]
Coalition for Evidence-Based Education
Morrris, A. (2009) Evidence Matters: Towards informed professionalism for educators. Reading: CfBT. Available
online at http://www.cfbt.com/en-GB/Research/Research-library/2009/r-evidence-matters-2009
OECD (1995) Educational research and development: trends, issues and challenges (Paris, OECD)
Gough D, Tripney J, Kenny C, Buk-Berge E (2011) Evidence Informed Policy in Education in Europe: EIPEE final
project report. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
ISBN: 978-1-907345-15-9
Bell, M. Cordingley, P., Isham., C. & Davis., R. (2010) Report of Professional Practitioner Use of Research
Review: Practitioner engagement in and/or with research. Coventry: CUREE, GTCE, LSIS & NTRP. Available at:
Pollard, A. (ed) (2010) Professionalism and pedagogy: a contemporary opportunity. London: TLRP.
Stanton G. (2006) D&R programmes: concept and practice. NERF Working Paper No. 5.6. Available online at
Nutley, S., Walter, I. and Davies, H.T.O. (2007) Using evidence: how research can inform the public services.
(Policy Press, Bristol) p319.
Bentley T. and Gillinson S. (2007) A D&R system for education. The Innovation Unit. Available online at
Morris A., Rickinson M. and Percy-Smith J. (2007) Practitioners and Evidence. CfBT Evidence for Education
programme Working Paper. Available from http://www.cfbt.com/evidenceforeducation/Default.aspx?page=375
Pollard, A. And Oancea, A. (2010) Unlocking learning? Towards evidence-informed policy and practice in
education. SFRE: London
Cooper, A. (2010) Knowledge Mobilisation Intermediaries in Education. OISE, University of Toronto. Paper
presented at CSSE, Montreal, 2010
GTCE. (2011) What is the contribution that research- informed practice makes to teaching quality? London, GTCE
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