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Embedding research-informed practice in the classroom: Overcoming the barriers to implementation

Written by: Daniel Langley
7 min read
Daniel Langley, Assistant Principal, Teaching and Learning at Milton Keynes Academy and EdD Candidate at IOE, UCL The promise of research-informed classroom practice is clear: benefit from the ‘best bets’ for improving student attainment, navigate the whims of political opinion and bolster teacher professionalism (Goldacre, 2013). The pursuit of this tempting state of affairs was rightly predicted by Rob Coe (1999) more than two decades ago and has since motivated a multitude of school leaders and teachers to engage with research and evidence. The idea that classroom practice should be research-informed for the benefit of students has been recognised at a policy level by the DfE (2018) and within the latest schools inspection framework (Ofsted, 2019).  In this article, I aim to explore a range of barriers facing those seeking to implement research practically in the classroom. Secondly, I aim to use a case study from my own school to suggest ways in which two of these barriers

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