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Translating the science of learning into practice with teacher-led randomised controlled trials: Giving teachers voice and agency in evidence-informed pedagogy

Written by: Steve Higgins, Richard Churches, Eleanor Dommett, Robin Hall, Ian Devonshire and Astrid Korin
9 min read
Richard Churches, Education Development Trust, UK Eleanor Dommett, Institute Of Psychiatry, Psychology And Neuroscience, King’s College London, UK Ian Devonshire, Nottingham University Medical School, UK Robin Hall, Education Section, British Science Association, UK Steve Higgins, School Of Education, Durham University, UK Astrid Korin, Education Development Trust, UK Previously we wrote for Impact outlining a Wellcome Trust-funded programme we had just launched (Dommett et al., 2018). Teachers received training and support to enable them to design and implement randomised controlled trials (RCTs) exploring the effect of teaching approaches based on evidence from neuroscience and psychology. Results from this project are now published in the US journal Mind, Brain and Education (Churches et al., 2020). The idea that education practice could ground itself in best available evidence is an alluring one. In particular, use of knowledge from neuroscience and psychology is highly

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      From this issue

      Impact Issue 10 Cover

      Issue 10: Developing Evidence-informed teaching techniques to support effective learning

      Autumn 2020

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