1. Evidence for the frontlineAndrew MorrisCoalition for Evidence-Based Education London Knowledge Lab 26th July 2013

2. Development and Research • Development • Driven by objectives • Produces tools, guidance, models • Research • Driven by questions • Produces knowledge, theory, models

3. Connections Better learning ↑ enhancing practice ↑ development of tools, guidance ↑ informed by research findings and theory

4. Fundamental issue • Across education • Across public services • Across developed countries • It’s a global issue • A fundamental aspect of being human

6. Different perspectives • Researchers – how to achieve impact • Developers – how to get my gizmo into use • Practitioners – how to use evidence to enhance my practice • Intermediaries – how to mobilise knowledge for practical use

7. Evidence about evidence • Research • linear transmission not effective • impact strategies designed-in • Development • interact with research iteratively • throws up questions, uses knowledge

8. Evidence about evidence • Practitioners • using evidence is social, interactive • tailored materials and ready access needed • Mediators • play crucial role, investment needed • need to understand both parties

9. What can be done? • Better research • applied to actual problems, diverse methods • engages users, combines D&R • Better EB materials • syntheses, summaries, • Evidence-based guidance

10. What can be done? • Better access • portals, databases • common tags and bibliographic systems • Better mediation • recognition of importance of brokers, • investment in brokerage • Training in use of evidence • CPD, ITE, specialist roles

11. One example CEBE Evidence for the Frontline School-based brokerage with HEI • HE and schools: setting up dialogues • expertise focussed on problem-in-hand • peer to peer interaction on implementation • web access to selected sources • Open for collaborations anywhere, any theme, any phase

12. Further contact Andrew Morris ajmorris@blueyonder.co.uk Coalition for Evidence-Based Education http://www.cebenetwork.org/

13. Sources • Morrris, A. (2009) Evidence Matters: Towards informed professionalism for educators. Reading: CfBT. Available online at http://www.cfbt.com/en-GB/Research/Research-library/2009/r-evidence-matters-2009 • OECD (1995) Educational research and development: trends, issues and challenges (Paris, OECD) • Gough D, Tripney J, Kenny C, Buk-Berge E (2011) Evidence Informed Policy in Education in Europe: EIPEE final project report. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. ISBN: 978-1-907345-15-9 • Bell, M. Cordingley, P., Isham., C. & Davis., R. (2010) Report of Professional Practitioner Use of Research Review: Practitioner engagement in and/or with research. Coventry: CUREE, GTCE, LSIS & NTRP. Available at: http://www.curee‐paccts.com/node/2303 • Pollard, A. (ed) (2010) Professionalism and pedagogy: a contemporary opportunity. London: TLRP. • Stanton G. (2006) D&R programmes: concept and practice. NERF Working Paper No. 5.6. Available online at http://www.eep.ac.uk/nerf/word/WP5.6e42d.doc?version=1 • Nutley, S., Walter, I. and Davies, H.T.O. (2007) Using evidence: how research can inform the public services. (Policy Press, Bristol) p319. • Bentley T. and Gillinson S. (2007) A D&R system for education. The Innovation Unit. Available online at http://www.innovation-unit.co.uk/about-us/publications/a-dr-system-for-education.html • Morris A., Rickinson M. and Percy-Smith J. (2007) Practitioners and Evidence. CfBT Evidence for Education programme Working Paper. Available from http://www.cfbt.com/evidenceforeducation/Default.aspx?page=375 • Pollard, A. And Oancea, A. (2010) Unlocking learning? Towards evidence-informed policy and practice in education. SFRE: London • Cooper, A. (2010) Knowledge Mobilisation Intermediaries in Education. OISE, University of Toronto. Paper presented at CSSE, Montreal, 2010 • GTCE. (2011) What is the contribution that research- informed practice makes to teaching quality? London, GTCE