Moss, Gemma; France, Rachel; (2023) Professional knowledge and research-informed practice: Time for a rethink? Impact: Journal of the Chartered College of Teaching , 19

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Abstract

Research-informed practice in England The concepts of evidence-based and research-informed practice have become increasingly central to school improvement in England. With its origins in evidence-based medicine (EBM), evidence-based practice (EBP) aims to identify ‘what works’ and use that information to guide professional practice. Randomised controlled trials and the aggregation of outcomes from well-conducted studies are the preferred sources of evidence. In line with other What Works Centres in the UK (What Works Network, 2018), the Education Endowment Foundation (EEF) was founded on this prospectus. EEF’s activities focus on: Summarising the best available evidence – through systematic reviews and synthesis; Generating new evidence – through running trials of promising programmes and interventions, mainly using RCT designs; and Promoting evidence use – through the Teaching and Learning Toolkit and topic-focused guidance reports (Edovald and Nevill, 2021). In many respects this makes EEF the dominant player in developing research-informed practice in England: through the choice of interventions they trial, the topics they write up and the summary formats they use to inform decision-making in the field. All of this activity puts them firmly on the supply side of the ‘what works’ agenda: providing the evidence intended for others to use.

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