Evidence-Informed Practice: Developing Research-Literate Teachers

What Is Evidence-Informed Practice?

Evidence-informed practice (EIP) is an approach to teaching that integrates the best available research evidence with professional expertise and knowledge of the specific students, their cultural capital, and context. Unlike evidence-based practice, which implies direct application of research findings, evidence-informed practice acknowledges that teaching involves complex systems and that research must be interpreted and adapted for individual classrooms.

The term deliberately uses 'informed' rather than 'based' to recognise that teachers are not simply implementing research prescriptions. Instead, they are professional decision-makers who use evidence as one input among several, including their own expertise, knowledge of their students, and understanding of their school context.

Why Evidence-Informed Practice Matters

Education has historically been vulnerable to fads, trends, and approaches lacking empirical support. Learning styles, Brain Gym, and discovery learning without scaffolding strategies have all enjoyed popularity despite limited or contradictory evidence. Evidence-informed practice provides a framework for evaluating such claims critically.

The Education Endowment Foundation (EEF) has documented significant variation in teaching effectiveness, with the difference between effective and ineffective approaches potentially representing months of additional learning progress. Teachers who engage with evidence systematically are better equipped to identify high-impact strategies and avoid wasting time on approaches unlikely to benefit their students.

Research from the Chartered College of Teaching indicates that teachers who engage regularly with educational research report greater confidence in their professional judgement and higher job satisfaction. Evidence engagement is not about undermining teacher autonomy but about enhancing it through better information.

The Three Sources of Evidence

Evidence-informed practice draws on three interconnected sources, each essential for effective decision-making:

Research Evidence

This includes findings from educational research, cognitive science, and related fields. High-quality sources include systematic reviews, meta-analyses, and well-designed randomised controlled trials. The EEF Teaching and Learning Toolkit provides accessible summaries of research on common educational interventions.

Professional Expertise

Teachers accumulate practical wisdom through experience, including knowledge of what works in their specific context, how to adapt strategies for different learners, and how to manage the complex dynamics of classroom life. This expertise is essential for interpreting and applying research findings appropriately.

Local Context and Data

This includes knowledge of your specific students, school culture, available resources, and community context. It also encompasses local data such as assessment results, attendance patterns, and feedback from students and parents. What works in one context may not transfer directly to another.

Becoming a Critical Consumer of Research

Not all research is created equal. Evidence-informed practitioners develop the skills to evaluate research quality and relevance. Key questions to ask include:

What was the sample size and context? Small studies or those conducted in very different contexts may not generalise to your situation. A study of university students in laboratory conditions may not apply to primary school children in busy classrooms.

Was there a comparison group? Without a control or comparison group, it is difficult to know whether observed improvements resulted from the intervention or other factors.

Who conducted and funded the research? Research conducted or funded by organisations selling related products or services may be subject to bias, even unintentionally.

Has it been replicated? Single studies, however well-designed, can produce misleading results. Findings that have been replicated across multiple studies and contexts are more reliable.

What is the effect size? Statistical significance does not always mean practical significance. An intervention might produce a measurable effect that is too small to justify the time and resources required.

Practical Strategies for Engaging with Evidence

Lesson Study

Originating in Japan, lesson study involves small groups of teachers collaboratively planning, observing, and refining lessons. The process typically involves researching what is known about teaching a particular topic, planning a lesson together, observing one teacher deliver it, and then discussing and refining the approach. This structured collaboration embeds evidence engagement in ongoing practice.

Action Research

Action research involves teachers systematically investigating their own practice. A teacher might identify a problem (students struggling with extended writing), research potential solutions, implement an intervention, collect data on its effects, and refine their approach accordingly. This cycle connects research to immediate classroom concerns.

Research Learning Communities

Also known as professional learning communities with a research focus, these involve groups of teachers meeting regularly to engage with research together. They might read and discuss research papers, plan how to trial approaches in their classrooms, and share findings with colleagues. The collaborative element helps sustain engagement and provides diverse perspectives on applying research.

Research Champions

Some schools designate research leads or champions who take responsibility for curating research, facilitating discussions, and supporting colleagues to engage with evidence. This distributed leadership model helps embed evidence-informed practice across the school rather than leaving it to individual initiative.

Barriers and How to Overcome Them

Barrier	Solution
Lack of time to read research	Use research summaries (EEF Toolkit, ResearchED articles), allocate CPD time specifically for research engagement, start with 15 minutes per week
Research feels inaccessible	Begin with practitioner-focused sources, join Twitter/X research communities, attend ResearchED events
Difficulty accessing full papers	Use Google Scholar, request papers from authors directly, access through Chartered College membership
Scepticism from colleagues	Start small with willing colleagues, share successes, focus on practical benefits rather than abstract arguments
Pressure to adopt unproven approaches	Use evidence to make the case for alternatives, ask probing questions about the evidence base for proposed initiatives

Key Resources for Evidence-Informed Teachers

Education Endowment Foundation (EEF): The EEF provides free guidance reports, the Teaching and Learning Toolkit, and implementation resources. Their materials are designed for practitioners and focus on what works in English schools.

Chartered College of Teaching: Membership provides access to research journals, the Impact magazine, and professional development focused on evidence-informed practice.

ResearchED: This grassroots movement organises conferences and produces publications that bring together teachers and researchers. Events are affordable and focus on practical application of research.

Learning Scientists: This website and associated resources translate cognitive science research into practical classroom strategies, with a particular focus on effective learning and revision techniques.

Evidence Based Education: Provides training and resources on evidence-informed practice, including the Great Teaching Toolkit which synthesises research on effective teaching.

Implementing Evidence-Informed Practice in Your School

Moving from individual engagement to whole-school evidence-informed culture requires systematic approaches:

Start with leadership buy-in: School leaders need to model evidence engagement and create conditions that support it, including protected time and resources.

Build it into existing structures: Rather than adding new meetings, embed research discussion into existing CPD, department meetings, and performance management conversations.

Focus on priority areas: Rather than trying to become evidence-informed about everything at once, focus on areas where the school is trying to improve. This makes the evidence immediately relevant.

Celebrate and share: When evidence-informed approaches lead to improvements, share these successes. This builds momentum and demonstrates the practical value of evidence engagement.

Be patient: Culture change takes time. Expect the process to take several years and focus on building sustainable habits rather than quick wins.

Common Misconceptions

"Evidence-informed practice means following research prescriptions": Actually, it means using research as one input in professional decision-making. Teachers remain the experts on their own classrooms.

"If it is not in a randomised controlled trial, it is not evidence": Different types of evidence are appropriate for different questions. Qualitative research, case studies, and professional experience all contribute to informed practice.

"Research tells us what works": Research tells us what has worked, on average, in particular contexts. Whether it will work for your students depends on implementation quality and contextual factors.

"Evidence-informed practice is about finding the one best method": Effective teaching involves a repertoire of approaches deployed appropriately. Evidence helps refine that repertoire, not replace professional judgement.

Frequently Asked Questions

How do I find time to engage with research?

Start small, perhaps 15-20 minutes per week reading research summaries rather than full papers. Use commute time for podcasts like The Education Research Reading Room. Join a journal club with colleagues to share the reading load. Focus on research directly relevant to current priorities rather than trying to keep up with everything.

What if research contradicts what I have always done?

This is an opportunity for reflection, not a criticism of past practice. Consider whether the research context matches yours, whether there might be specific reasons your approach works despite contradicting general findings, and whether you might trial the research-supported approach with some students to compare results.

How do I convince sceptical colleagues?

Focus on practical benefits rather than abstract arguments about evidence. Share specific examples where research-informed changes improved outcomes. Invite colleagues to observe or collaborate on small trials. Acknowledge that research is one input among several, respecting their professional expertise.

Is evidence-informed practice just another initiative that will pass?

Unlike specific programmes or approaches, evidence-informed practice is a professional disposition, a habit of asking what the evidence says and thinking critically about claims. This makes it sustainable regardless of which specific initiatives come and go.