1 / 13

E vidence for the frontline Andrew Morris Coalition for Evidence-Based Education

E vidence for the frontline Andrew Morris Coalition for Evidence-Based Education. London Knowledge Lab 26 th July 2013. Development and Research. Development Driven by objectives Produces tools, guidance, models Research Driven by questions Produces knowledge, theory, models.

erelah
Download Presentation

E vidence for the frontline Andrew Morris Coalition for Evidence-Based Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Evidence for the frontlineAndrew MorrisCoalition for Evidence-Based Education London Knowledge Lab 26th July 2013

  2. Development and Research • Development • Driven by objectives • Produces tools, guidance, models • Research • Driven by questions • Produces knowledge, theory, models

  3. Connections Better learning ↑ enhancing practice ↑ development of tools, guidance ↑ informed by research findings and theory

  4. Fundamental issue • Across education • Across public services • Across developed countries • It’s a global issue • A fundamental aspect of being human

  5. Different perspectives • Researchers – how to achieve impact • Developers – how to get my gizmo into use • Practitioners – how to use evidence to enhance my practice • Intermediaries – how to mobilise knowledge for practical use

  6. Evidence about evidence • Research • linear transmission not effective • impact strategies designed-in • Development • interact with research iteratively • throws up questions, uses knowledge

  7. Evidence about evidence • Practitioners • using evidence is social, interactive • tailored materials and ready access needed • Mediators • play crucial role, investment needed • need to understand both parties

  8. What can be done? • Better research • applied to actual problems, diverse methods • engages users, combines D&R • Better EB materials • syntheses, summaries, • Evidence-based guidance

  9. What can be done? • Better access • portals, databases • common tags and bibliographic systems • Better mediation • recognition of importance of brokers, • investment in brokerage • Training in use of evidence • CPD, ITE, specialist roles

  10. One example CEBE Evidence for the Frontline School-based brokerage with HEI • HE and schools: setting up dialogues • expertise focussed on problem-in-hand • peer to peer interaction on implementation • web access to selected sources • Open for collaborations anywhere, any theme, any phase

  11. Further contact Andrew Morris ajmorris@blueyonder.co.uk Coalition for Evidence-Based Education http://www.cebenetwork.org/

  12. Sources • Morrris, A. (2009) Evidence Matters: Towards informed professionalism for educators. Reading: CfBT. Available online at http://www.cfbt.com/en-GB/Research/Research-library/2009/r-evidence-matters-2009 • OECD (1995) Educational research and development: trends, issues and challenges (Paris, OECD) • Gough D, Tripney J, Kenny C, Buk-Berge E (2011) Evidence Informed Policy in Education in Europe: EIPEE final project report. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. ISBN: 978-1-907345-15-9 • Bell, M. Cordingley, P., Isham., C. & Davis., R. (2010) Report of Professional Practitioner Use of Research Review: Practitioner engagement in and/or with research. Coventry: CUREE, GTCE, LSIS & NTRP. Available at: http://www.curee‐paccts.com/node/2303 • Pollard, A. (ed) (2010) Professionalism and pedagogy: a contemporary opportunity. London: TLRP. • Stanton G. (2006) D&R programmes: concept and practice. NERF Working Paper No. 5.6. Available online at http://www.eep.ac.uk/nerf/word/WP5.6e42d.doc?version=1 • Nutley, S., Walter, I. and Davies, H.T.O. (2007) Using evidence: how research can inform the public services. (Policy Press, Bristol) p319. • Bentley T. and Gillinson S. (2007) A D&R system for education. The Innovation Unit. Available online at http://www.innovation-unit.co.uk/about-us/publications/a-dr-system-for-education.html • Morris A., Rickinson M. and Percy-Smith J. (2007) Practitioners and Evidence. CfBT Evidence for Education programme Working Paper. Available from http://www.cfbt.com/evidenceforeducation/Default.aspx?page=375 • Pollard, A. And Oancea, A. (2010) Unlocking learning? Towards evidence-informed policy and practice in education. SFRE: London • Cooper, A. (2010) Knowledge Mobilisation Intermediaries in Education. OISE, University of Toronto. Paper presented at CSSE, Montreal, 2010 • GTCE. (2011) What is the contribution that research- informed practice makes to teaching quality? London, GTCE

More Related