The research-practice paradox

I have mixed feelings about this one. Should we be providing teachers with proven best practice research or should we be teaching them to be curious and think like scholars?

Pragmatic Education


If research already shows what works well, why isn’t it put into classroom practice?


A little while ago, I was asked to take part in a Guardian online panel on evidence-based education. Here are some of the questions asked:

1. How do we work out what works best, and why it works best?


2. What are the best routes to getting research into practice? 
How we can help teachers learn lessons that are useful for their teaching practice from research?

3. What role should school leaders play in applying and developing education research for evidence-based teaching practice?


The panel consisted of Emily Yeomans, grants manager at the £125 million Education Endowment Fund; Ben Durbin, head of impact at the National Foundation for Educational Research (NFER); Mike Bell, secretary of Evidence Based Teachers Network (EBTN) of 4,500 members; and others including contributions from Geoff Petty, author…

View original post 760 more words


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s