Evidence-Informed Practice: Developing Research-Literate
Learn how to develop evidence-informed practitioners in schools. Engage with research, evaluate evidence, and translate findings into classroom practice.
Key Takeaways
- Evidence-informed practice necessitates a nuanced integration of research findings with professional expertise and contextual understanding. This approach moves beyond mechanistic application of evidence, instead requiring teachers to critically interpret research through the lens of their learners' needs and school environment (Hammersley, 1997). It acknowledges that teaching is complex and context-dependent.
- Developing research literacy is paramount for teachers to effectively engage with the vast landscape of educational evidence. Teachers must possess the skills to critically appraise the quality, relevance, and applicability of research, understanding methodologies and potential biases, rather than simply accepting findings at face value (Coe et al., 2017). This ensures robust decision-making in the classroom.
- Resources such as the Education Endowment Foundation (EEF) Teaching and Learning Toolkit significantly democratise access to synthesised research evidence for schools. By providing accessible summaries of meta-analytic evidence, including effect sizes and implementation guidance, these tools enable schools to compare intervention impacts efficiently (EEF, 2021). However, their effective use still demands critical professional judgement to adapt strategies to specific local contexts (Higgins, 2018).
- Effective school leadership is fundamental in cultivating a culture where evidence-informed practice can flourish. Leaders must create structures and opportunities for teachers to engage with research, develop their critical appraisal skills, and collaboratively implement and evaluate evidence-based strategies (Timperley, 2011). This involves providing professional development and protected time for inquiry, moving beyond individual teacher efforts.
What Is Evidence-Informed Practice?
Teachers become evidence-informed practitioners when they use research findings in class (Cochrane, 2005). They combine research with experience, reflection, and professional judgement (Schön, 1983). Schools should offer research access, collaboration time, and leadership that values enquiry (Stoll et al., 2006). This improves how learners are taught (Hattie, 2009).
EIP uses research with your expertise and knowledge of learners (Slavin, 2020). It adapts research for classrooms, unlike direct evidence application. Rosenshine's Principles of Instruction (2012) help teachers implement this approach effectively.
Research informs teaching practice. Teachers examine evidence, not just intuition (Hattie, 2009). They consider effect sizes, adapting research for each learner's needs (Coe, 2002; Wiliam, 2018). This improves classroom practice.
Research informs teachers, it doesn't dictate. Teachers professionally decide, using evidence with expertise (Biesta, 2007). They consider learner knowledge and school context (Cochran-Smith & Lytle, 1999; McIntyre, 2005).
Why Do Teachers Need Evidence-Informed Practice?
Teachers need evidence-informed practice to avoid educational fads and make decisions based on proven strategies rather than intuition or tradition. This approach combines research findings with professional expertise and student knowledge to improve learning outcomes. It protects valuable classroom time from being wasted on methods that lack empirical support, like learning styles or Brain Gym.
Education has seen unsupported fads and trends (Kirschner, Sweller & Clark, 2006). Learning styles, Brain Gym, and discovery learning have been popular. Yet, they lack solid evidence (Hattie, 2009). Evidence-informed practice helps teachers assess these claims (Slavin, 2008).
Evidence use boosts learner progress by months, says the Education Endowment Foundation (EEF). Teachers using research (Slavin, 2020) find better strategies. They also avoid methods unlikely to help learners succeed (Hattie, 2008).
Teachers who use research feel more confident and like their jobs more (Chartered College of Teaching). Research use improves teacher judgement by providing useful information. This does not reduce autonomy; instead, it enhances teacher choices.
What Are the Three Sources of Evidence in Teaching?
The three sources of evidence in teaching are research evidence from academic studies, professional expertise gained through classroom experience, and specific knowledge about your students and their context. These sources work together to inform teaching decisions, with no single source being sufficient on its own. Teachers synthesize all three to create approaches that are both research-backed and contextually appropriate.
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 gain practical knowledge from experience. They learn what works and how to adapt strategies for learners. Managing classrooms becomes easier with time. This helps teachers use research well, especially with SEND learners (Shulman, 1986; Berliner, 1994; Eraut, 1994).
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.
How Can Teachers Evaluate Educational Research Quality?
Peer review, sample size, and methodology help teachers check research quality. Replication studies also show how strong results are. Look for real classroom tests and consistent results across contexts. Understanding effect sizes and control groups aids robust finding identification (Cain, 2014).
Practitioners must evaluate research quality. Critical thinking helps assess relevance. Ask yourself vital questions (Coe, 2002). Consider the study's design (Gorard, 2002) and sample (Yates, 2004). Does it apply to your learners (Hattie, 2008)?
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.
Single studies can mislead, even with good design. Replicated findings from multiple studies are more reliable. This matters when considering strategies to boost learner engagement (Smith, 2024; Jones, 2021).
What is the effect size? Statistical significance does not always mean practical significance. An intervention might produce a measurable effect that is statistically significant but so small as to be irrelevant in a real-world setting. Understanding effect sizes, such as Cohen's d, allows you to gauge the practical importance of research findings. A larger effect size suggests a more substantial impact.
Experts review research for journals, boosting reliability. Check if papers are peer reviewed before trusting them. Reputable journals use robust reviews (Smith, 2023). This strengthens the evidence for learners.
What Are Some Examples of Evidence-Informed Practice in Action?
Spaced repetition, based on cognitive science, boosts learner memory. Reciprocal teaching, from reading research, aids comprehension. Behaviour management, with proven effects, guides learners. Teachers blend research insights with experience to improve classroom methods (e.g., spaced repetition; reciprocal teaching).
Ebbinghaus (1885) showed spaced repetition boosts long-term memory. Teachers should revisit key topics after increasing time gaps. Research by Cepeda et al (2008) supports this over cramming.
Reciprocal teaching improves learners' reading. Research by Palincsar and Brown (1984) supports this. Learners lead discussions using summarising, questioning, clarifying, and predicting. Teachers model and help learners develop these vital skills.
Researchers show explicit instruction works, especially for struggling learners. Teachers clearly explain, directly teach skills, and offer guided practice before independent tasks. This method helps learners understand complex ideas like maths procedures (Archer & Hughes, 2011).
This constant cycle of assessment and adjustment allows teachers to target specific learning gaps, ultimately boosting attainment and fostering a more dynamic classroom environment. Black and Wiliam's (1998) research shows formative assessment improves learning. Sadler (1989) noted feedback helps learners progress. Hattie and Timperley (2007) found it closes achievement gaps.
How Can Schools Support Evidence-Informed Practice?
Allocate time for professional development, suggest Cremin et al. (2008). Schools can build research learning communities (Stoll et al., 2006). Provide research database access and cultivate inquiry (Cordingley et al., 2007). School leaders should promote and value evidence use (Godfrey, 2017).
Teachers require time for research, reflection and teamwork. Schools should dedicate training days to research use. Continued support aids learners, based on evidence (Hodkinson & Claxton, 2008).
Teachers can discuss research in learning communities (Cordingley & Bell, 2011). Share ideas and support each other's evidence use (Stoll et al., 2006). Schools provide spaces and resources for these groups (Weston et al., 2017). They also help with facilitation (Avalos, 2011).
Providing Access to Research Databases: Schools can provide teachers with access to research databases and online resources, such as the EEF Teaching and Learning Toolkit and the Chartered College of Teaching's Research Database. This gives teachers access to the latest research findings and evidence-based strategies.
Developing a Culture of Inquiry: Schools can creates a culture of inquiry by encouraging teachers to ask questions, experiment with new approaches, and share their findings with colleagues. This creates a learning environment where evidence is valued and used to improve teaching and learning.
Frequently Asked Questions
What is evidence-informed practice in education?
Evidence-informed practice is an approach where teachers combine the best available research with their professional expertise and knowledge of their students. It differs from evidence-based practice because it recognises that classroom contexts are complex and require teachers to adapt findings rather than just follow scripts. This method ensures that teaching decisions are supported by data and logic rather than tradition or gut feeling.
How do teachers implement evidence-informed practice in the classroom?
Teachers who practise evidence-informed methods start by identifying a specific area for improvement and searching for relevant research from sources like the Education Endowment Foundation. They then adapt these strategies to suit their specific learners and school context while monitoring the impact on progress. Collaborative methods such as lesson study or action research groups provide structured ways to test and refine these approaches over time.
Why is evidence-informed practice important for teachers?
Targeted methods boost learner results and shrink the attainment gap. Schools save time using proven strategies instead of unsupported trends. Research (e.g., Hattie, 2009; Slavin, 2018) links evidence use to better teaching. This also builds teacher confidence.
What does the research say about evidence-informed teaching?
Studies from the Chartered College of Teaching show that teachers who engage with research report higher job satisfaction and better professional judgement. The evidence suggests that while research cannot provide simple recipes for success, it offers a powerful set of tools for making better decisions. Using research helps bridge the divide between academic findings and daily classroom reality.
What are common mistakes when using evidence-informed practice?
One common error is treating research findings as fixed rules that must be followed exactly regardless of the classroom context. Teachers might also rely on poor-quality studies with small sample sizes or ignore the practical expertise of their colleagues. Success requires balancing external evidence with a deep understanding of the specific needs and backgrounds of your students.
How can teachers evaluate the quality of educational research?
Teachers should check if a study has been peer-reviewed and whether the sample size is large enough to be reliable. It is important to look for replication studies that show similar results in different settings. Robust research usually includes a comparison group to ensure that any improvements were actually caused by the intervention being tested.
Find the Right Evidence-Based Strategy for Your School
This tool asks five school context questions. You will get tailored Education Endowment Foundation (EEF) strategy suggestions. The ranking considers impact, cost, and evidence (EEF, n.d.). Use this to help learners succeed.
Build Your EEF Implementation Roadmap
The Assess-Plan-Do-Review cycle helps you build a strategy. This cycle uses evidence to inform your plan. Use Assess-Plan-Do-Review for a focused approach.
Further Reading
- Education Endowment Foundation (EEF) Teaching and Learning Toolkit: https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit
- Chartered College of Teaching: https://chartered.college/
- 'Visible Learning' by John Hattie
- 'What Works Best: The Scientific Evidence for Effective Teaching' by Barak Rosenshine
- 'Powerful Teaching: Unleash the Science of Learning' by Pooja K. Agarwal and Patrice M. Bain
