Professional knowledge and research-informed practice: Time for a rethink?

GEMMA MOSS, PROFESSOR OF LITERACY AND DIRECTOR OF ESRC EDUCATION RESEARCH PROGRAMME, UCL INSTITUTE OF EDUCATION, UK RACHEL FRANCE, RESEARCH FELLOW, ESRC EDUCATION RESEARCH PROGRAMME, UCL INSTITUTE OF EDUCATION, UK Research-informed practice in England The concepts of evidence-based and research-informed practice have become increasingly central to school improvement in England. With its origins in evidence-based […]

Teacher journal clubs: How do they work and can they increase evidence-based practice?

Continuing professional development (CPD) is an important way of spreading evidence-informed practice (EIP) in schools. But despite widespread calls for more for teachers, most forms of CPD do not work. A review by Yoon et al. (2008) found 20 effect sizes reported from studies capable of identifying causal impacts, eight of which showed an effect […]