Putting robust research at the head of education policy, professional development and classroom practice
As far back as 1999, Professor Robert Coe, in his Manifesto for Good Education, argued that too many policies have been imposed on schools without adequate evidence about their likely effects and costs. This approach was as much a waste of public money and professionals' time then, as it is now.
While education may not be an exact science, Coe argues it is too important an element of society to allow it to be determined by unfounded opinion - whether of politicians, teachers, researchers or anyone else.
He advocates three main ways in which education could become more evidence-based:
1. evidence-based policies
2. evidence-based practice
3. evidence-based culture
Professor Coe, a former maths teacher, leads the Centre for Evaluation and Monitoring (CEM), at Durham University.
Most recently, he helped draw up the DfE Standards for Teachers Effective Professional Development, which concluded that professional development should be underpinned by robust evidence and expertise.
Pedagogy embraces both the theory and practice of teaching. It lies at the heart of teacher training and practice. To the right are some of Coe's personal recommendations on essential reading for teachers on Pedagogy from UK and international researchers.
Related reading
What makes great teaching? Review of the underpinning research
Professor Robert Coe et al, 2014
Principles of instruction: research based strategies all teachers should know
Professor Barak Rosenshine, 2012
Principles of instruction
Professor Barak Rosenshine, 2010
What works in classroom instruction
Robert Marzano, Barbara Gaddy and Ceri Dean, 2000
What works best: evidence-based practices to help improve NSW student performance
CESE, New South Wales, 2014
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