Evidence-Informed Innovation in Schools: Aligning Collaborative Research and Development With High Quality Professional Learning for Teachers
Item
Title
Evidence-Informed Innovation in Schools: Aligning Collaborative Research and Development With High Quality Professional Learning for Teachers
Abstract/Description
Innovation efforts in schools commonly wrestle with two challenges: how to secure ownership of change among teachers and how to ensure that improvements are based on evidence. This paper draws on findings from a two-year collaborative research and development (R&D) project in England which involved 66 school clusters (teaching school alliances (TSAs)) in implementing and evaluating school-based innovations and a separate umbrella review of evidence on effective continuous professional development and learning (CPDL) for teachers. We find that collaborative R&D can enhance the ownership of change among participating teachers and ensure that innovations are based on evidence. We define a framework for integrating R&D and CPDL which could enable evidence-informed improvement to be scaled up, impacting on all staff. Drawing on Winch et al.'s (2015) model of teachers' professional knowledge we argue that the proposed framework could enhance the potential for teaching to be accepted as an "evidence-informed professional endeavour".
Author/creator
Date
In publication
Volume
4
Issue
2-3
Pages
147-170
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Keywords
Primary national context
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
1755-151X
URL
Citation
Greany, T., & Maxwell, B. (2017). Evidence-Informed Innovation in Schools: Aligning Collaborative Research and Development With High Quality Professional Learning for Teachers. International Journal of Innovation in Education, 4(2–3), 147–170. https://doi.org/10.1504/IJIIE.2017.088095
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