Full Description
This is a book designed for teachers and school leaders with a full-enough workload. It's not a pep talk delivered from the heights of academia, out to justify its own existence, but a collection of diverse (sometimes clashing) views on the current and often vexed drive for schools to become `research-engaged'. The contributors include teachers, journalists, researchers, senior academics, policy advisers and CPD consultants, and they ask difficult questions. They each write, however, with the primary aim of supporting schools as they grapple with the challenges of using (and generating) evidence effectively. Each chapter opens with a brief overview to allow you to assess its usefulness to you, and includes resource boxes (signposting extra information and case studies) and take-out messages summarizing the key areas of discussion. The book closes with a checklist that provides both a summary of the core themes and an opportunity for leaders to take stock of the progress they have made in embedding successful research-engagement in their schools.
Contents
CONTENTSteaching and decision making across 21,000 autonomous schools?: Learning from the journey in England, by Toby Greany; 2. Evidence and quality, by Tom Bennett; 3. `Evidence' and teaching: a question of trust?, by Leslie Saunders; 4. Using evidence, learning and the role of professional learning Communities, by Louise Stoll; 5. Middle leaders as catalysts for evidence-informed change, by Louise Stoll and Chris Brown; 6. Knowledge creation as an approach to deliver evidence-informed practice among early years practitioners in Camden (London), by Chris Brown and Sue Rogers; 7. Leading `disciplined enquiries' in schools, by Helene Galdin O'Shea; 8. Impractical research: overcoming the obstacles to becoming an evidence-informed school, by Clare Roberts; 9. Teacher data use for improving teaching and learning, by Jonathan Supovitz; 10. Understanding impact and the cycle of enquiry, by Carol Taylor and Karen Spence-Thomas; 11. Leveraging social networks for educational improvement, by Kara S. Finnigan, Alan J. Daly, Nadine D. Hylton and Jing Che; 12. Reflections on the challenges of Leading Research and Evidence Use in Schools, by Lorna M. Earl; Conclusion, by Chris Brown; Index
