The Emerald Handbook of Evidence-Informed Practice in Education PDF Download

Author: Chris Brown
Publisher: Emerald Group Publishing
ISBN: 1800431414
Category : Education
Languages : en
Pages : 424

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Book Description
Generating understanding into how to more routinely foster evidence-informed teaching practice globally, this ground-breaking handbook is vital reading for educational researchers, and especially those working close to practice, in all settings.

Author: Chris Brown
Publisher: Emerald Group Publishing
ISBN: 178743673X
Category : Education
Languages : en
Pages : 216

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Book Description
This book this book provides an overview of research and ideas in relation to evidence-informed policy and practice (EIPP) in education. The chapters all share a single overarching purpose: providing insight into how EIPP in education can be achieved. The result is a powerful account of Brown’s recent work.

Author: Richard Pring
Publisher: McGraw-Hill Education (UK)
ISBN: 0335228054
Category : Education
Languages : en
Pages : 256

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Book Description
"Where does hunch end and evidence begin? Too much is written and said about school improvement - about improvements in teaching and learning - with far too little attention to this question. This book provides vivid discussion from distinguished protagonists and antagonists about what gets called 'evidence-based practice'. Reading it, all involved in education - policymakers and practitioners alike - can proceed more confidently."- Professor Tim Brighouse, London Schools Commissioner The movement to evidence-based practice in education is as important as it is controversial, and this book explores the arguments of leading advocates and critics. The book begins with an explication of evidence-based practice. Some of the ideas of its proponents are discussed, including the Campbell Collaboration, and the application to education of Cochrane-style reviews and meta-analyses. The thinking behind evidence based practice has been the subject of much criticism, particularly in education, and this criticism is aired in the second part of the book. Questions have been raised about what we mean by evidence, about how particular kinds of evidence may be privileged over other kinds of evidence, about the transferability of research findings to practice, and about the consequences of a move to evidence-based practice for governance in education. Given that the origins of the interest in evidence-based practice come largely from its use in medicine, questions arise about the validity of the transposition, and contributors to the third part of the book address this transposition. The issues raised in the book, while primarily those raised by educators, are of relevance also to professionals in medicine, social work and psychology.

Author: Ingo Kollar
Publisher: Frontiers Media SA
ISBN: 2832523773
Category : Science
Languages : en
Pages : 229

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Author: Thomas Perry
Publisher: McGraw-Hill Education (UK)
ISBN: 033524940X
Category : Education
Languages : en
Pages : 272

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Book Description
“What a provocative and refreshing stance on evidence-informed education! Evidence-informed education may currently be a divided field, but this must-read book offers hope that a reunion of existing approaches may be possible for a ‘productive tension’ where researchers, school leaders and teachers work together... The disconnect in education between research, policy and practice needs this intellectual reboot!” Professor Tanya Ovenden-Hope, Provost and Professor of Education, Plymouth Marjon University, UK “As a school leader, this book is an invaluable guide to evidence-informed educational research... It is a hopeful vision of a united evidence-informed education field in which practitioners, policymakers and researchers all play an active role as discerning creators and users of evidence.” Sam Mason, Deputy Headteacher, Thornton Primary School, UK “This is a wonderful book that deserves to be widely read and, more importantly, widely acted on. It presents a robust and detailed critique of current orthodoxies in how we have tried to improve educational practice through the use of evidence. Researchers, practitioners, policymakers and funders with an interest in evidence and school improvement should take note.” Professor Robert Coe, Director of Research and Development at Evidence Based Education, UK, and Senior Associate at the Education Endowment Foundation, UK A Critical Guide to Evidence-Informed Education analyses the role of research in education and its potential for improving education policy and practice. The book considers how divisions, both between different research traditions and between theory and practice, are hindering progress. Additional online content gives readers access to extra resources such as reflective questions and technical annexes to deepen understanding. Drawing on their experiences both as teachers and researchers, the authors expertly review fundamental questions about what research is, what it is for and the challenges of generating, communicating and using evidence. The book skilfully synthesises perspectives on evidence-informed education, forming connections across the ‘divided field’ and championing a more collaborative and eclectic approach. For education students, teachers, and school leaders, this book is an accessible and invaluable guide to the methods, problems, and key findings from several interconnected areas of education research. For researchers, this book offers an extended critical commentary and methodological critique of several related research communities and their current and potential contribution to educational improvement. The authors invite and equip readers to take their own stance on current and perennial debates about the role of research and evidence in improving education. Thomas Perry is an Associate Professor at the University of Warwick. He is a former schoolteacher who now teaches about education research methods and advises and supervises researchers at all levels, including leading the Education Doctorate (EdD) programme at Warwick. His research and teaching are focused on research methodology and the role of research and evidence in improving education policy and practice. Rebecca Morris is an Associate Professor at the University of Warwick. She is a former secondary English teacher and has previously worked at Durham University and University of Birmingham. Rebecca’s research interests include education policy, teacher education and the teacher workforce, English and literacy, and widening participation. She is an editorial board member for the British Educational Research Journal and Educational Review.

Author: Mark Rickinson
Publisher: Taylor & Francis
ISBN: 1003811329
Category : Education
Languages : en
Pages : 131

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Book Description
This book focuses on the question of how to understand quality use of research evidence in education, or what it means to use research evidence well. Internationally there are widespread efforts to increase the use of research evidence within educational policy and practice. Such efforts raise important questions about how we understand not just the quality of evidence, but also the quality of its use. To date, there has been wide-ranging debate about the former, but very little dialogue about the latter. Based on a five-year study with schools and school systems in Australia, this book sheds new light on: why clarity about quality of use is critical to educational improvement; how quality use of research evidence can be framed in education; what using research well involves and looks like in practice; what quality research use means for individuals, organisations and systems; and what aspects of using research well still need to be better understood. This book will be an invaluable resource for professionals within and beyond education who want to better understand what using research evidence well means and involves and how it can be supported.

Author: OECD
Publisher: OECD Publishing
ISBN: 9264731326
Category :
Languages : en
Pages : 252

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Book Description
Across the OECD, enormous effort and investment has been made to reinforce the quality, production and use of education research in policy and practice. Despite this, using research in education remains a challenge for many countries and systems.

Author: Mathew A. White
Publisher: Springer Nature
ISBN: 9819956099
Category : Education
Languages : en
Pages : 405

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Book Description
This book examines a variety of issues related to wellbeing education and cross-cultural education, curriculum and pedagogy, education policy and systems, teacher education and professional development of educators, educational administration, management and leadership, and inclusive education. Stimulated, in part, by the launch of positive psychology, wellbeing education has grown worldwide. Various theories of wellbeing have been adopted in education, coining the term 'wellbeing education', defined in this book as how school leaders and teachers plan to implement evidence-informed wellbeing interventions to promote wellbeing and academic goals. This book investigates a series of questions related to wellbeing education, and how evidence-informed wellbeing approaches are integrated into learning, teaching, and education.

Author: Joseph Mintz
Publisher: Frontiers Media SA
ISBN: 2832540740
Category : Education
Languages : en
Pages : 128

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Book Description
There has been considerable interest internationally in how research can be effectively translated to have an impact on practice in schools. The application of evidence informed approaches in the field of education is contested and debated. Such debates are intensified in relation to the issue of how best to include children with diverse learning needs in the classroom. The role of knowledge, science and evidence in how we both conceptualize and best support children with special educational needs and other forms of diversity in the classroom, remains an open question in terms of booth policy and practice. Although there is a considerable and growing body of literature on evidence informed practice in education in general, there has been less attention paid to its implications for the domain of educational inclusion specifically. However, tensions between differing conceptualisations of difference and the role of categorisation present questions as yet not fully answered as to the ways in which evidence can and should articulate with practice in this specific domain. For example, issues of what is inclusion, the place of norms and values that define inclusion, how we conceptualize and think about difference, across culture, language and cognition, are raised when we think about the application of evidence to practice in the area of educational inclusion.

Author: Stephen Gorard
Publisher: Routledge
ISBN: 1315456877
Category : Education
Languages : en
Pages : 200

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Book Description
The Trials of Evidence-based Education explores the promise, limitations and achievements of evidence-based policy and practice, as the attention of funders moves from a sole focus on attainment outcomes to political concern about character-building and wider educational impacts. Providing a detailed look at the pros, cons and areas for improvement in evidence-based policy and practice, this book includes consideration of the following: What is involved in a robust evaluation for education. The issues in conducting trials and how to assess the trustworthiness of research findings. New methods for the design, conduct, analysis and use of evidence from trials and examining their implications. What policy-makers, head teachers and practitioners can learn from the evidence to inform practice. In this well-structured and thoughtful text, the results and implications of over 20 studies conducted by the authors are combined with a much larger number of studies from their systematic reviews, and the implications are spelled out for the research community, policy-makers, schools wanting to run their own evaluations, and for practitioners using evidence.