Evidence for the frontline Andrew Morris Coalition for Evidence-Based Education London Knowledge Lab 26 th July 2013

Development and Research Development –Driven by objectives –Produces tools, guidance, models Research –Driven by questions –Produces knowledge, theory, models

Connections 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 use 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 Coalition for Evidence-Based Education

Sources Morrris, A. (2009) Evidence Matters: Towards informed professionalism for educators. Reading: CfBT. Available online at 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: 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: ‐ paccts.com/node/2303 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 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 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