A research briefing published by the Education Endowment Foundation (EEF) in the UK looks at what progress has been made in embedding evidence-informed practice within teaching in England.
As part of the brief, researchers from the National Foundation for Educational Research (NFER) summarized findings from a nationally representative survey of 1,670 schools and teachers. The survey was conducted between September and November 2017, and investigated teachers' research use. The results of the survey suggest that:
Research evidence continues to play a relatively small role in influencing teachers' decision-making. Eighty-four percent of those surveyed said that their continuing professional development was based on information other than academic research.
Most teachers report that their schools offer supporting environments, which enables evidence-informed practice to flourish. Seventy-three percent 'agreed' or 'strongly agreed' that their school provided a positive culture for professional development and evidence use.
Teachers report generally positive attitudes towards research evidence, despite the fact that research evidence had only a small influence on their decision-making.
Survey responses varied by school phase, by type of respondent, and by type of schools. Those who were more likely to report that their schools had a positive research culture, and that they used research to inform their selection of teaching approaches, were:
Senior leaders (as opposed to classroom teachers)
Primary school teachers (rather than secondary school teachers)
Schools with the lowest 25 percent of achievement (versus highest 25 percent achievement)
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