BERA and RSA set themselves the task of asking precisely what that contribution should be – to initial teacher education, to teachers’ continuing professional development and to school improvement. They also wanted to know how different teacher education systems across the UK and internationally currently engage with research and, most important of all, what international evidence there is that linking research and teacher education is effective.
Making the link: The role of the teacher in educational research and the future of evidence-based teaching
Making the link is about the use and misuse of evidence in education, and about the huge gap between classroom practice and educational research.
Evaluation of Whole Education’s Pilot
By David Leat, Rachel Lofthouse and Anna Reid
Response to Ben Goldacre’s presentation on ‘Building Evidence into Education’
Ben Goldacre is a doctor and academic who writes about problems in science and evidence based policy, with his Guardian column “Bad Science” for a decade, and the bestselling book of the same name.
Volume 1, edited by Alison Lawson
By Catherine Shaw, Louca-Mai Brady and Ciara Davey
How Sunfield School, a residential special school, created an accessible, meaningful and rewarding process for research work, supported by appropriate ethical guidelines.
The factors which might encourage teachers to become more involved in research, discussing their motivations, the support required and the advantages which they perceive as emanating from classroom inquiry.