Educators and leaders are increasingly turning to research evidence to help identify promising approaches and practices that have the potential to make a difference to pupils and communities.
However, we know from our experiences of working in schools and teacher professional development that lots of products and resources are now badged as ‘evidence’, but that finding time to access, engage with and question research evidence sources can be difficult!
Leaders can be bombarded with information about programmes and resources making impressive claims, but many of these come from companies with vested interests in selling their products or services.
So, when faced with the vast quantities of evidence available, how do we know which sources are trustworthy and relevant to the problems we are trying to solve?
Using research evidence — navigating the maze of ‘evidence’ claims
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