The Education Endowment Foundation has reported on two studies that looked at using education research to improve teaching practice.
Research into Practice was a pilot intervention aimed at supporting teachers to use evidence-based teaching and learning strategies to improve student progress. The project ran for a year in ten primary schools in Rochdale (north-west England). It involved professional development sessions and direct consultant support to help teachers:
- Have more positive views about the use of research for improving teaching and learning;
- Apply education research findings in the classroom and at a strategic level; and
- Establish a stronger culture of evidence-based inquiry and practice.
There were some positive changes in teachers’ attitudes toward research. However, there was no evidence that teachers were more likely to use research evidence to inform their teaching practice.
The Research Champions project used a senior teacher based at one of five schools to work with research leads, other teachers, and senior leaders to promote engagement with research evidence. There were “audits” of school research needs, research symposia for teachers, periodic research and development forums, and personalised support. However, there was no evidence that teachers’ attitudes toward research, or their use of research, changed during the intervention.
Source: Research into Practice – Evidence-informed CPD in Rochdale and Research Champions (2016), Education Endowment Foundation.