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Review calls for system-level change to plug evidence gap

22 January 2014

The creation of a more evidence-informed teaching profession requires system-level change, and a willingness on the part of the education sector – from schools to professional bodies - to take up the baton for research in practice.

These are some of the conclusions of a new literature review published this week by NFER to contribute to the current discussions about improving outcomes for pupils through a greater application of evidence among the teaching profession.

Using Evidence in the Classroom: What Works and Why looks at what is currently known about effective approaches to school and teacher engagement with research evidence, and highlights areas for attention if this ambition is to be realised.

It identifies that to bring about system-level change:

The full report can be downloaded here.

Welcoming the review, Dr Kevan Collins, Chief Executive of the Education Endowment Foundation (EEF), said: “We need to do more to ensure that high-quality research has an impact in the classroom, but not enough is known about how that can be achieved. This review provides an excellent overview of the challenges in this field to date. We now need to build on it, so that in the future teachers are able to put evidence into action to improve learning and narrow the gap.”

EEF have launched a new round of funding to support further work in this area.

Join the debate…

On Tuesday, 28 January NFER and the Coalition for Evidence-Based Education (CEBE) will be holding a special seminar exploring the issues around research and practice in education. There are still places available – to register, or for more information, see our Events page.