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This e-book is for academics who're taking a look, or being inspired, to adopt examine of their colleges. Written via lecturers and their HE study mentors, the publication indicates academics how one can 'do' and 'use' study and the way to 'do' powerful pedagogy.
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Additional resources for Becoming an Evidence-based Practitioner: A Framework for Teacher-Researchers
Another teacher thought such dated knowledge unsafe as ‘teaching is not static; it needs to use all support available to meet the needs of an ever-changing society’. There were some clear messages for researchers about current practice and the importance of ‘relevance’, ‘accessibility’, ‘transferability’, ‘validity’ and ‘applicability’. Research, it was felt: • • • • • must offer ‘practical advice/ways forward’; should ‘summarise [findings or] they will not, in reality, be accessible’; should not produce just ‘long reports’ full of ‘educational jargon’ and ‘unexplained statistics [that] just turn people off’; should ensure ‘outsiders’ ‘listen to/take note of what teachers have to say’; should bridge the gap between theory and practice - ‘useful research’ was ‘disregarded in practice’ because ‘putting into practice research findings in the classroom can be very difficult’.
First, the issue of teachers engaging with using research and evidence, as opposed to engaging in doing research, has been widely neglected. Only in recent years has the former been facilitated by the publication of a number of accessible and brief research summaries in hard and electronic copy from the TTA, DfEE, SCRE (Scottish Council for Research in Education), NFER (National Foundation for Educational Research), etc. Second, research-based practice over the last three decades has been a temporary and voluntary activity for the majority of its practitioners.
Evidence-based practitioners? We wondered whether teachers in the consortium schools viewed themselves as evidence-based practitioners and in order to find out we conducted a further small questionnaire survey to augment other data we had from a series of focus group seminars held in consortium schools. First, it appeared that virtually all consortium teachers had some notion of what EBP might be. Their notions ranged from, at one extreme, the ‘scientific and experimental’, generated by ‘experimental pre- and posttesting of initiatives before wide-scale implementation’ and grounded in knowledge of ‘teaching methods that are proved by results’ using ‘agreed standardised measures/ targets against which children’s performance could be measured’.