But what does it look like?’ The importance of exemplifying research in practice

Gary Aubin, Director of SEND, Future Academies, UK Sarah Green, Director of Literacy, The Prospere Learning Trust, UK Fliss James, Early Years Teacher and Deputy Director of East London Research School, UK Julie Kettlewell, Assistant Headteacher and Assistant Director of Huntingdon Research School, UK Kirstin Mulholland, Assistant Professor in Education, Northumbria University, UK Bob Pritchard, Physics Teacher, Wirral Grammar School for Girls, UK Recent years have witnessed huge interest in education research, with What Works Centres such as the Education Endowment Foundation (EEF) assuming an increasingly prominent role in promoting the use of high-quality evidence to inform school-based practice (Edovald and Nevill, 2020). However, ‘even when ideas are strongly supported by research, implementing them effectively can be difficult’ (Wiliam, 2017, p. 40). As observed by Wiliam, when implementing research-informed practices within diverse classrooms and contexts, there is a d