How To Assist Research-Informed Education?

This paper looks at some of the key decisions to be faced in promoting the use of research evidence in policy and practice – the quality of the evidence to be used, and how that quality can be judged. Once the policy/school context has determined the issues to be faced, and before the professional judgement of policy-makers/teachers is used to help carry this out, evidence should presumably inform the decision on how to address those issues. However, there is a large amount of apparent research evidence on most topics, and much of that research is very weak. Who decides which evidence is appropriate to use, and how is that judgement made? This paper illustrates the issues with reference to examples drawn from what works summaries, using a generic approach to judging quality, and shows that deciding on the relative quality of research evidence is paramount in whether evidence use will be effective or not. The paper continues by considering the difficulties for users and others in judging the quality of research, but argues that this problem must be solved. The only real alternative would be for practitioners to have purported evidence-led approaches thrust upon them, while policy-makers would presumably continue to evade the imperative to use evidence appropriately themselves.

This paper looks at some of the key decisions to be

1. Andreassen, R. and Bråten, I. (2011) Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms, Learning and Instruction, 21(4), 520-537 [Google Scholar] [Crossref]

2. Booher, L., Nadelson, L. and Nadelson S. (2020) What about research and evidence? Teachers’ perceptions and uses of education research to inform STEM teaching, Journal of Educational Research, 113, 4, 1-13 [Google Scholar] [Crossref]

3. Brants, H. and Ariel, B. (2023) Building bridges in place of barriers between school practitioners and researchers: on the role of embedded intermediaries in promoting evidence-based policy, Evidence & Policy, https://doi.org/10.1332/174426421X16793289365262 [Google Scholar] [Crossref]

4. Cain, T. and Allan, D. (2017) The invisible impact of educational research, Oxford Review of Education, 43, 6, 718-732 [Google Scholar] [Crossref]

5. Chapman, C. and Ainscow, M. (2019) Using research to promote equity within education systems: possibilities and barriers. British Educational Research Journal, 45(5), 899-917 [Google Scholar] [Crossref]

6. Cherney, A., Head, B., Povey, J., Boreham, P. and Ferguson. M. (2013) The utilisation of social science research – the perspectives of academic researchers in Australia, Journal of Sociology, 51, 2 [Google Scholar] [Crossref]

7. Chowl, J. and Ekholm, E. (2018) Do published studies yield larger effect sizes than unpublished studies in education and special education?, Educational Psychology Review, 30:727–744, https://doi.org/10.1007/s10648-018-9437-7 [Google Scholar] [Crossref]

8. Coburn, C. and Talbert, J. (2006). Conceptions of evidence use in school districts: Mapping the terrain, American Journal of Education, 112(4), 469-495 [Google Scholar] [Crossref]

9. Dieker, L., Lane, H., Allsopp, D., O'Brien, C., Butler, T., Kyger, M., ... and Fenty, N. (2009) Evaluating video models of evidence-based instructional practices to enhance teacher learning, Teacher Education and Special Education, 32(2), 180-196 [Google Scholar] [Crossref]

10. Doabler, C., Nelson, N., Kosty, D., Fien, H., Baker, S., Smolkowski, K., and Clark, B. (2014) Examining teachers’ use of evidence-based practices during core mathematics instruction, Assessment for Effective Intervention, 39, 2, 99 –11 [Google Scholar] [Crossref]

11. Dobbins M., Hanna S., Ciliska D., Manske S., Cameron R., Mercer SL., O'Mara L., DeCorby K. and Robeson P. (2009) A randomized controlled trial evaluating the impact of knowledge translation and exchange strategies, Implementation Science, 23, 4, 61 [Google Scholar] [Crossref]

12. Edmonds, M. (2007) Utilizing implementation data to explain outcomes within a theory-driven evaluation model, The University of Texas at Austin, Utilizing implementation data to explain outcomes within a theory -driven evaluation model - ProQuest [Google Scholar] [Crossref]

13. Edwards, M. (2010) Making research more relevant to policy evidence and suggestions, in Bammer, G., Michaux, A. and Sanson, A. (Eds.) Bridging the 'Know-Do' Gap (pp. 55-64), ANU Press [Google Scholar] [Crossref]

14. Finnigan, K. (2023) The Political and Social Contexts of Research Evidence Use in Partnerships. Educational Policy, 37 (1), 147–169 [Google Scholar] [Crossref]

15. Flynn, N. (2019) Facilitating evidence-informed practice, Teacher Development, 23(1), 64-82 [Google Scholar] [Crossref]

16. Gorard, S. (2020) Handling missing data in numeric analyses, International Journal of Social Research Methods, 23, 6, 651-660 [Google Scholar] [Crossref]

17. Gorard, S. (2021) How to make sense of statistics: Everything you need to know about using numbers in social science, London: SAGE [Google Scholar] [Crossref]

18. Gorard, S., See, BH and Siddiqui, N. (2017) The trials of evidence-based education, London: Routledge [Google Scholar] [Crossref]

19. Gorard, S., See, BH and Siddiqui, N. (2020a) What is the evidence on the best way to get evidence into use in education?, Review of Education, DOI: 10.1002/REV3.3200 [Google Scholar] [Crossref]

20. Gorard, S., Wardle, L., Siddiqui, N. and See, BH (2020b) Engagement and impact in addressing and overcoming disadvantage, pp. 136-165 in Gorard, S. (Ed.) Getting evidence into education: Evaluating the routes to policy and practice, London: Routledge [Google Scholar] [Crossref]

21. Gorard, S., Ventista, O., Morris, R. and See, B. (2021) Who wants to be a teacher? Findings from a survey of undergraduates in England, Educational Studies, https://www.tandfonline.com/doi/full/10.1080/03055698.2021.1915751 [Google Scholar] [Crossref]

22. Gough, D. (2007) Weight of Evidence: a framework for the appraisal of the quality and relevance of evidence, Research Papers in Education, 22, 2, 213-228 [Google Scholar] [Crossref]

23. Gov.UK (2022) Initial teacher training (ITT) provider guidance on stage 2, Initial teacher training (ITT) provider guidance on stage 2 (publishing.service.gov.uk) [Google Scholar] [Crossref]

24. Greenwood, C., Tapia, Y., Abbott, M. and Walton, C. (2003) A building-based case study of evidence-based literacy practices: implementation, reading behavior, and growth in reading fluency, K—4, The Journal of Special Education, 37(2), 95-110 [Google Scholar] [Crossref]

25. Griggs, J., Speight, S. and Javiera, C. (2016) Ashford Teaching Alliance Research Champion: Evaluation Report, London: Education Endowment Foundation [Google Scholar] [Crossref]

26. Hattie, J. (1992). Measuring the Effects of Schooling. Australian Journal of Education, 36(1), 5–13 [Google Scholar] [Crossref]

27. Hattie, J. (2008) Visible learning, London: Routledge [Google Scholar] [Crossref]

28. Helmberger, T. (2014) The balanced approach to literacy instruction in middle schools, Doctoral dissertation, Indiana State University, The balanced approach to literacy instruction in middle schools - ProQuest [Google Scholar] [Crossref]

29. Holloway, J. and Hedegaard, M. (2023) Democracy and teachers: the im/possibilities for pluralisation in evidence-based practice, Journal of Education Policy, 38:3, 432-451 [Google Scholar] [Crossref]

30. Jacob, B. (2017) When evidence is not enough: Findings from a randomized evaluation of Evidence-Based Literacy Instruction (EBLI), Labour Economics, 45, 5-16 [Google Scholar] [Crossref]

31. Kansagra, S. and Farley, T. (2012) Translating research into evidence-based practice, American Journal of Public Health, 102, 8, Letters [Google Scholar] [Crossref]

32. Kluger, A. and DeNisi, A. (1998) Feedback interventions: Towards the understanding of a double-edge sword, Current Directions in Psychological Science, 7, 67–72 [Google Scholar] [Crossref]

33. Li, Y. and Bates, T. (2020) Testing the association of growth mindset and grades across a challenging transition: Is growth mindset associated with grades?, Intelligence, 81 [Google Scholar] [Crossref]

34. Lord, P., Rabiasz, A., Roy, P., Harland, J., Styles, B. and Fowler, K. (2017) Evidence-Based Literacy Support: The" Literacy Octopus" Trial: Evaluation Report, Education Endowment Foundation [Google Scholar] [Crossref]

35. Logullo, P., MacCarthy, A., Kirtley, S. and Collins. G. (2020) Reporting guideline checklists are not quality evaluation forms, Health Science Reports, 3, 2, e16 [Google Scholar] [Crossref]

36. Lysakowski, R., and Walberg, H. (1982) Instructional effects of cues, participation, and corrective feedback: A quantitative synthesis. American Educational Research Journal, 19: 559–578 [Google Scholar] [Crossref]

37. Lysenko, L., Abrami, P., Bernard, R. and Dagenais, C. (2016) Research use in education: An online survey of school practitioners, Brock Education Journal, 25, 1 [Google Scholar] [Crossref]

38. Madaleno, M. and Waights, S. (n.d.) Guide to scoring methods using the Maryland Scientific Methods Scale, https://whatworksgrowth.org/public/files/Scoring-Guide.pdf [Google Scholar] [Crossref]

39. Mai D, and Brundrett M. (2022) The importance of developing teachers as researchers in the new general education curriculum of Vietnam, Management in Education, doi:10.1177/08920206221093001 [Google Scholar] [Crossref]

40. Malin, J. and Lubienski, C. (2015) Educational expertise, advocacy, and media influence, Education Policy Analysis Archives, 23, 6 [Google Scholar] [Crossref]

41. Massell, D., Goertz, M. and Barnes, C. (2012) State Education Agencies’ Acquisition and Use of Research Knowledge for School Improvement, Peabody Journal of Education, 87:5, 609-626 [Google Scholar] [Crossref]

42. McCartney, E., Marwick, H., Hendry, G. and Ferguson, E. (2018) Eliciting student teacher’s views on educational research to support practice in the modern diverse classroom: a workshop approach, Higher Education Pedagogies, 3,1, 342-372 [Google Scholar] [Crossref]

43. McKenney, S. and Schunn, C. (2018) How can educational research support practice at scale? Attending to educational designer needs, British Educational Research Journal, 44, 6, 1084-1100 [Google Scholar] [Crossref]

44. Miller, S., Drill, K. and Behrstock, E. (2010) Meeting Teachers Half Way: Making Educational Research Relevant to Teachers, Phi Delta Kappan, 91(7), 31–34 [Google Scholar] [Crossref]

45. Morris, P. (2019) Misunderstandings and omissions in textbook accounts of effect sizes, British Journal of Psychology, https://doi.org/10.1111/bjop.12401 [Google Scholar] [Crossref]

46. Nägel, L., Bleck, V. and Lipowsky, F. (2023) Research findings and daily teaching practice are worlds apart, Teaching and Teacher Education, 121, 103911 [Google Scholar] [Crossref]

47. Nutley, S., Boaz, A., Davies, H. and Fraser, A. (2019) New development: What works now? Continuity and change in the use of evidence to improve public policy and service delivery, Public Money & Management, 39:4, 310-316 [Google Scholar] [Crossref]

48. Oman, K., Duran, C. and Fink, R. (2008) Evidence-based policy and procedures: an algorithm for success, The Journal of Nursing Administration, 38, 1, 47-51 [Google Scholar] [Crossref]

49. Perry, A., Amadeo, C., Fletcher, M. and Walker, E. (2010) Instinct or Reason: How education policy is made and how we might make it better, CfBT, https://www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2010/r-instinct-or-reason-2010.pdf [Google Scholar] [Crossref]

50. Phillips, P., Castle, D. and Smyth, S. (2020) Evidence-based policy making: determining what is evidence, Heliyon, 6(7), e04519 [Google Scholar] [Crossref]

51. Prediger, S., Barzel, B., Hußmann, S., and Leuders, T. (2021) Towards a research base for textbooks as teacher support: The case of engaging students in active knowledge organization in the KOSIMA project, ZDM–Mathematics Education, 53, 1233–124 [Google Scholar] [Crossref]

52. Rose, J., Thomas, S., Zhang, L., Edwards, A., Augero, A. & Roney, P. (2017) Research Learning Communities: Evaluation Report, Research_Learning_Communities.pdf (educationendowmentfoundation.org.uk) [Google Scholar] [Crossref]

53. Royal Society/British Academy (2018) Harnessing educational research, https://royalsociety.org/~/media/policy/projects/rs-ba-educational-research/educational-research-report.pdf [Google Scholar] [Crossref]

54. See, BH, Gorard, S. and Siddiqui, N. (2016) Can teachers use research evidence in practice?: A pilot study of the use of feedback to enhance learning, Educational Research, 58, 1, 56-72 [Google Scholar] [Crossref]

55. Skiba, R., Casey, A. and Center, B. (1985) Nonaversive Procedures in the Treatment of Classroom Behavior Problems, The Journal of Special Education, 19(4), 459–481 [Google Scholar] [Crossref]

56. Speight, S., Callahan, M., Griggs, J. and Javiera, C. (2016) Rochdale research into practice: evaluation Report, London: Education Endowment Foundation [Google Scholar] [Crossref]

57. Taylor, B., Pearson P., Peterson D. and Rodriguez M. (2005) The CIERA School Change Framework: An evidence-based approach to professional development and school reading improvement, Reading Research Quarterly, 40, 1, 40-69 [Google Scholar] [Crossref]

58. Thomson, P., Angus, N. and Scott, J. (2000) Building a framework for getting evidence into critical care education and practice, Intensive and Critical Care Nursing, 16, 3, 164-174 [Google Scholar] [Crossref]

59. Tortorelli, L. and Bruner, L. (2022) The Word Nerds project: Findings from a research–practice, Journal of Research in Reading, [Google Scholar] [Crossref]

60. Valentine, A., DeAngelo, D., Alegría, M. and Cook, B. (2014) Translating disparities research to policy: A qualitative study of state mental health policymakers’ perceptions of mental health care disparities report cards, Psychological Services, 11, 4, 377-387 [Google Scholar] [Crossref]

61. Washburn, E., Gesel, S., Fitzgerald, M., Beach, K. and Kingsbery, C. (2023) The Impact of a Comprehensive, Evidence-Based Approach to Summer Literacy Intervention on the K-3 Reading Skills of Economically and Culturally Diverse Students, Reading and Writing Quarterly, 10.1080/10573569.2022.2147463 [Google Scholar] [Crossref]

62. Wiggins, M., Jerrim, J., Tripney, J., Khatwa, M. and Gough, D. (2019) The RISE project: evidence-informed school improvement, Evaluation report, The RISE Project: Evidence-informed school improvement | EEF (educationendowmentfoundation.org.uk) [Google Scholar] [Crossref]

63. Wolf, R., Morrison, J., Inns, A., Slavin, R. and Risman,K. (2020) Average effect sizes in developer-commissioned and independent evaluations, Journal of Research on Educational Effectiveness, 10.1080/19345747.2020.1726537 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study