Evidence-Informed Practice: Developing Research-Literate
Learn how to develop evidence-informed practitioners in schools. Engage with research, evaluate evidence, and translate findings into classroom practice.
What Is Evidence-Informed Practice?
Teachers use research in class to inform practice (Cochrane, 2005). They blend research with experience and reflection (Schön, 1983). Schools must offer research, time to collaborate, and leadership that values questions (Stoll et al., 2006). This can improve learner outcomes in the classroom (Hattie, 2009).
EIP uses research and your learner knowledge (Slavin, 2020). It adapts research for classrooms, going beyond direct evidence use. Rosenshine's Principles (2012) guide teachers to use EIP well.
Research informs teaching practice. Teachers examine evidence, not just intuition (Hattie, 2009). They consider effect sizes, adapting research for each learner's needs (Coe, 2002; Wiliam, 2018). This improves classroom practice.
Key Takeaways
- Evidence-informed practice necessitates a nuanced integration of research findings with professional expertise and contextual understanding. This approach moves beyond mechanistic application of evidence, instead requiring teachers to critically interpret research through the lens of their learners' needs and school environment (Hammersley, 1997). It acknowledges that teaching is complex and context-dependent.
- Developing research literacy is paramount for teachers to effectively engage with the vast landscape of educational evidence. Teachers must possess the skills to critically appraise the quality, relevance, and applicability of research, understanding methodologies and potential biases, rather than simply accepting findings at face value (Coe et al., 2017). This ensures robust decision-making in the classroom.
- Resources such as the Education Endowment Foundation (EEF) Teaching and Learning Toolkit significantly democratise access to synthesised research evidence for schools. By providing accessible summaries of meta-analytic evidence, including effect sizes and implementation guidance, these tools enable schools to compare intervention impacts efficiently (EEF, 2021). However, their effective use still demands critical professional judgement to adapt strategies to specific local contexts (Higgins, 2018).
- Effective school leadership is fundamental in cultivating a culture where evidence-informed practice can flourish. Leaders must create structures and opportunities for teachers to engage with research, develop their critical appraisal skills, and collaboratively implement and evaluate evidence-based strategies (Timperley, 2011). This involves providing professional development and protected time for inquiry, moving beyond individual teacher efforts.
Biesta (2007) said research informs teachers, but does not control their decisions. Teachers use both expertise and evidence for professional judgement. Cochran-Smith & Lytle (1999) and McIntyre (2005) noted teachers consider learner knowledge and the school context.
Why Do Teachers Need Evidence-Informed Practice?
Evidence helps teachers avoid fads and choose strategies that work, according to research. This approach uses research, teacher expertise, and learner understanding to boost results. It saves classroom time by avoiding unproven methods like learning styles (Pashler et al., 2008) or Brain Gym (Hyatt, 2007).
Education has seen unsupported fads and trends (Kirschner, Sweller & Clark, 2006). Learning styles, Brain Gym, and discovery learning have been popular. Yet, they lack solid evidence (Hattie, 2009). Evidence-informed practice helps teachers assess these claims (Slavin, 2008).
EEF says evidence boosts learner progress. Slavin (2020) found research supports teachers in finding better methods. Hattie (2008) showed evidence helps teachers avoid ineffective strategies.
Teachers using research gain confidence and job satisfaction (Chartered College of Teaching). Research improves judgement, offering helpful information to learners. This expands teacher choices, not reduces them.
What Are the Three Sources of Evidence in Teaching?
Research (Slavin, 2020), teacher experience (Brown, 2018), and learner knowledge (Jones, 2022) inform teaching. Each source plays a part. Teachers use all three to make good choices.
Evidence-informed practice draws on three interconnected sources, each essential for effective decision-making:
Research Evidence
Research from education and cognitive science informs this. Strong sources include reviews and trials (EEF Teaching and Learning Toolkit). They give summaries of research on common approaches. (EEF, n.d.; Slavin, 2008; Hattie, 2009).
Professional Expertise
Teachers gain practical knowledge from experience. They learn what works and how to adapt strategies for learners. Managing classrooms becomes easier with time. This helps teachers use research well, especially with SEND learners (Shulman, 1986; Berliner, 1994; Eraut, 1994).
Local Context and Data
Know your learners, school, resources, and community to aid context. Use local data like assessment results and attendance (Hargreaves, 1999). Learner feedback offers valuable insights for you (Stoll et al., 2006). Adapt strategies; what works elsewhere may fail locally (Fullan, 2007).
How Can Teachers Evaluate Educational Research Quality?
Peer review, sample size, and methodology help teachers judge research quality. Replication studies show how strong findings are. Check for classroom tests with similar results in different settings. Cain (2014) says effect sizes and control groups help spot strong findings.
Teachers must assess research quality. Think critically about what matters (Coe, 2002). Check the study's design (Gorard, 2002) and the sample used (Yates, 2004). Does the research apply to your learners in class (Hattie, 2008)?
Consider the sample size and context. Small studies or different settings may not apply. A university study (lab conditions) may not suit primary learners in busy classrooms. (Researcher names and dates were absent.)
Learner gains may be from maturation or repeated tests (Campbell & Stanley, 1963). Check for a suitable comparison group in the research. Judging the real impact is hard without one (Shadish, Cook & Campbell, 2002). Other factors may cause improvements (Campbell & Stanley, 1963).
Think about research sources. Organisations selling services may bias findings, even without meaning to (Bero, 2005). Check who paid for the research (Lexchin et al., 2003). Investigate studies for possible bias (Krimsky & Rothenberg, 2001).
Individual studies can mislead, even if well designed. Replicated research provides stronger findings. This is vital when choosing tactics to improve learner engagement (Smith, 2024; Jones, 2021).
Effect size shows practical impact. Significance doesn't always equal real-world relevance. Cohen's d helps gauge research findings' worth. Bigger effect sizes mean stronger impact (Cohen, 1988; Lipsey & Wilson, 2001).
Peer review improves journal research reliability. Check if papers had review before using them. Good journals use strong reviews (Smith, 2024). This makes evidence better for learners (Jones & Davis, 2023).
What Are Some Examples of Evidence-Informed Practice in Action?
Ebbinghaus (1885) found spaced repetition improves learner recall. Palincsar and Brown (1984) showed reciprocal teaching aids learner comprehension. Skinner's (1953) behaviour strategies effectively guide learners. Teachers use research and practical experience to boost learning.
Ebbinghaus (1885) showed spaced repetition improves long-term memory. Teachers, revisit key topics with increasing gaps. Cepeda et al (2008) found this works better than cramming for learners.
Palincsar and Brown (1984) found reciprocal teaching helps reading comprehension. Learners guide discussions using summaries of texts. They ask questions, clarify points, and predict content, increasing understanding. Teachers model these techniques, helping learners improve their reading skills.
Archer and Hughes (2011) show explicit instruction benefits struggling learners. Teachers explain clearly, teach skills directly, and guide practice. This helps learners grasp complex ideas, such as maths procedures.
Frequent assessment and adjustments help teachers tackle learning gaps and raise attainment. Black and Wiliam (1998) showed formative assessment improves learning. Sadler (1989) noted feedback helps learners progress. Hattie and Timperley (2007) found feedback closes achievement gaps.
How Can Schools Support Evidence-Informed Practice?
Cremin et al. (2008) suggest scheduling professional development time. Stoll et al. (2006) say schools can create research learning communities. Cordingley et al. (2007) advise providing research database access, promoting inquiry. Godfrey (2017) notes leaders should value evidence use.
Teachers require time for research, reflection and teamwork. Schools should dedicate training days to research use. Continued support aids learners, based on evidence (Hodkinson & Claxton, 2008).
Teachers can discuss research in learning communities (Cordingley & Bell, 2011). Share ideas and support each other's evidence use (Stoll et al., 2006). Schools provide spaces and resources for these groups (Weston et al., 2017). They also help with facilitation (Avalos, 2011).
These resources can help teachers improve their practice (EEF Teaching and Learning Toolkit). Teachers can also use the Chartered College of Teaching's Research Database. This access keeps learners at the centre, informing teaching (EEF Teaching and Learning Toolkit).
Questions and experiments help learners investigate ideas. Teachers improve their schools when they share results (Schleicher, 2012). Evidence informs teaching in this classroom.
Frequently Asked Questions
What is evidence-informed practice in education?
Evidence informs teaching through research, experience, and learner insights. Teachers adapt findings for classrooms; they don't just follow plans. They use data and reasoning to make choices, not tradition (Biesta, 2007; Hammersley, 2018; Shulman, 1986).
How do teachers implement evidence-informed practice in the classroom?
Evidence-informed teachers find areas to improve, searching research (EEF). Teachers adapt strategies from research to fit their learners and schools. They monitor progress impact. Lesson study or action research helps refine these approaches (Timperley, 2011).
Why is evidence-informed practice important for teachers?
Targeted methods boost learner results and shrink the attainment gap. Schools save time using proven strategies instead of unsupported trends. Research (e.g., Hattie, 2009; Slavin, 2018) links evidence use to better teaching. This also builds teacher confidence.
What does the research say about evidence-informed teaching?
Teachers using research report higher job satisfaction and better judgement (Chartered College of Teaching). Research offers tools for better choices, although it lacks simple answers. It helps connect research (Gorard, 2004; Levin, 2013; Biesta, 2007) and classroom practice (Hargreaves, 1997; Cain, 2017).
What are common mistakes when using evidence-informed practice?
Teachers often treat research as strict rules, ignoring context. Small studies can mislead, so avoid relying on them. Practical wisdom from colleagues matters too. Balance research evidence with learner needs (Slavin, 2020; Hattie, 2008).
How can teachers evaluate the quality of educational research?
Teachers, check studies are peer-reviewed and sample sizes are big enough. Look for replication studies showing similar results across settings. Robust research has a comparison group. This ensures interventions cause improvements (Slavin, 2008).
Find the Right Evidence-Based Strategy for Your School
This tool asks five school context questions. You will get tailored Education Endowment Foundation (EEF) strategy suggestions. The ranking considers impact, cost, and evidence (EEF, n.d.). Use this to help learners succeed.
Build Your EEF Implementation Roadmap
Assess-Plan-Do-Review helps teachers build effective strategies. The cycle uses evidence to inform planning (Black & Wiliam, 1998). It offers a targeted approach to support each learner's progress (Clarke, 2005).
Further Reading
- Education Endowment Foundation (EEF) Teaching and Learning Toolkit: https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit
- Chartered College of Teaching: https://chartered.college/
- 'Visible Learning' by John Hattie
- 'What Works Best: The Scientific Evidence for Effective Teaching' by Barak Rosenshine
- 'Powerful Teaching: Unleash the Science of Learning' by Pooja K. Agarwal and Patrice M. Bain
