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Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
Evidence Matters
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Evidence Matters

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Evidence MAtters: towards informed professionalism in education

Evidence MAtters: towards informed professionalism in education

Published in: Education, Health & Medicine
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  • 1. Evidence Matters Andrew Morris Reading Town Hall 12 th March 2009
  • 2. This talk
    • Purpose
    • To illustrate how research evidence could transform education
    • To suggest what needs to be done
  • 3. This talk
    • Charles Desforges
    • “ Instead of fixing research priorities from headline panics”
    • “ Let’s consider the connectivity between research, policy and practice”
  • 4. Process
    • Start with the problem
    • Formulate it carefully
    • Is it important?
    • Is research what’s really needed?
  • 5. Process
    • Find out what is already known
    • Informally
      • web-browsing, reading, asking
    • Using web resources
      • to access studies
      • to find reviews (esp. systematic ones)
      • to make sense of it all
  • 6. Reaching evidence
  • 7. Reviews of evidence
  • 8. Current research
  • 9. Making sense of evidence
  • 10. Process
    • Creating a project
    • Formulating precise questions/objectives
    • Putting together multi-skilled teams
      • involving communicators, ‘agents of change’, end-users
    • Carrying out the investigation
    • Data gathering and analysis
    • Managing the project and the collaborators
  • 11. Process
    • Communicating
    • Considering audiences, formats, e-comms, events
    • Involving writers, journalists, web people, event managers, marketers, end-users
  • 12.  
  • 13. Process
    • Influencing
    • Identifying communities of practice
    • Understanding their ways of working, interests, timeframes
    • Collaborating with them
    • Identifying the next questions
  • 14. Difficulties
    • Reviews of evidence not to hand
    • Few available
    • Paucity of strong, relevant evidence
    • Much research is small-scale
    • Short-term, low budget, lacking ‘effect size'
  • 15. Difficulties
    • Lack of ‘D&R’ approach
    • Research usually detached from intervention
    • D and R designed and funded in isolation
  • 16. Linking places like this…
  • 17. … to places like this…
  • 18. Difficulties
    • Cultures disconnected
    • Skills and dispositions at odds
      • D near view, R long view
      • D pragmatic, R reflective
      • D large-scale, R small-scale
    • Consequence
    • In place of sound evidence
      • Fashionable ideas and untested ‘good practice’
    • Practitioners awash with unfiltered advice
  • 19. In short
    • We lack
    • A nation-wide system for
      • assessing which evidence is sound
      • transforming it for use by busy people
      • communicating it
    • Programmes that
      • combine intervention with research
      • focus on vital problems of practice
  • 20. We need
  • 21. Promising initiatives
    • Collaboration
    • Schools/colleges collaborating with researchers
    • Communication apparatus
    • Portals: eep, TTRB, ‘Society Today’
    • User-focussed websites: TLRP, NRDC
  • 22.  
  • 23. Promising initiatives
    • Evidence-based material
    • TRIPs, C4EO, ‘Inside evidence’, RoM
    • Guides, summaries, toolkits, DVDs
  • 24.  
  • 25.  
  • 26. Promising initiatives
    • Models of Evidence Centres
    • SCIE and NICE
  • 27.  
  • 28. Now we need to…
    • Build on what we have
    • R&D experience in schools/ colleges
  • 29.  
  • 30.
    • Build on what we have
    • Communication tools
    • Major research investments
      • ESRC Teaching & Learning Research programme
      • Research Centres
    Now we need to…
  • 31. Now we need to…
    • Move ‘from battery to mains’
    • Larger-scale, integrated D&R
    • Work across the ‘sectors’
    • Sustained programmes, not short-life projects
    • Work towards a connected system to:
    • Identify priority problems in practice
    • Foster accumulation of sound evidence
    • Fund programmes combining D&R
    • Put evidence to use
  • 32. Now we need to…
    • Stimulate an evidence-using culture
    • In the training and development of practitioners
    • In the improvement actions in schools and colleges
    • In the policy and regulatory apparatus
    • Learn to collaborate
    • Empathise with colleagues from elsewhere
    • Look outward beyond our workplace
    • Value the intermediaries who make it happen
  • 33. Let’s do it!
    • We’re all in this together…
    • Budget holders
    • Researchers and developers
    • Teachers and trainers
    • Policymakers and service managers
    • Governors and citizens at large
    Let’s enjoy the company!

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