Leading the Use of Research and Evidence in Schools

Edited by Chris Brown
May 2015
More details
  • Publisher
    UCL IOE Press
  • Published
    6th May 2015
  • ISBN 9781782771111
  • Language English
  • Pages 184 pp.
  • Size 6.125" x 9.5"

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.

"A must-read, not only for school leaders and teachers, but for anyone involved in thinking about how research and evidence can inform and improve education: for researchers it provides insights with regard to how to connect with practice; for policymakers how research can inform policy, as well as how to support the use of evidence and research in schools; and for practitioners how to use research results as well as local data to improve the learning of students. As stated in the book, using evidence and research requires questioning one's assumptions. This book certainly made me question some of mine."

Dr. Kim Schildkamp, Associate Professor - , University of Twente, The Netherlands


1) How can evidence inform teaching and decision making across 21,000 autonomous schools?: Learning from the journey in England—Toby Greany
2) Evidence and quality—Tom Bennett
3) ‘Evidence’ and teaching: a question of trust?—Leslie Saunders
4) Using evidence, learning and the role of professional learning Communities—Louise Stoll
5) Middle leaders as catalysts for evidence-informed change—Louise Stoll and Chris Brown
6) Knowledge creation as an approach to deliver evidence-informed practice among early years practitioners in Camden (London)—Chris Brown and Sue Rogers
7) Leading ‘disciplined enquiries’ in schools—Hélène Galdin O'Shea
8) Impractical research: overcoming the obstacles to becoming an evidence-informed school—Clare Roberts
9) Teacher data use for improving teaching and learning—Jonathan Supovitz
10) Understanding impact and the cycle of enquiry—Carol Taylor and Karen Spence-Thomas
11) Leveraging social networks for educational improvement—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—Lorna M. Earl



Chris Brown

Chris Brown is Professor of Education in the University of Portsmouth’s School of Education and Childhood Studies.