Rochdale Research into Practice: Evaluation Report and Executive Summary

Y

68

Department for Education (DfE) (United Kingdom)

Foreign Countries; Educational Research; Evidence Based Practice; Teaching Methods; Elementary School Teachers; Faculty Development; Theory Practice Relationship; Elementary School Students; Student Attitudes; Metacognition; Self Management; Feedback (Response); Attitude Change; Academic Persistence; Program Effectiveness; Interviews; Observation; Case Studies; Surveys; Communities of Practice; Workshops; Intervention; Statistical Analysis; Qualitative Research

Research into Practice--Evidence-informed Continuing Professional Development (CPD) in Rochdale (UK) was a pilot intervention aimed at supporting teachers to use evidence-based teaching and learning strategies to improve pupil progress. The project ran for one year (2014/2015) in ten primary schools in the Rochdale area, all of which are members of the Inspirational Professional Learning Community Network (IPLCN), and was delivered by a senior CPD consultant based at one of the schools. It involved CPD sessions and direct consultant support designed to help teachers to: (1) have more positive views about the use of research for improving teaching and learning; (2) apply educational research findings in the classroom and at a strategic development level; and (3) establish a stronger culture of evidence-based inquiry and practice. In total, about 280 pupils were taught by participating teachers. The project aimed to improve pupil attainment as a longer-term outcome by improving pupils' attitudes to learning, and by using evidence-based teaching and learning strategies such as metacognition, self-regulation and feedback. The principle objective of this study was to explore whether, and to what extent, research communication and engagement strategies had the potential to improve teachers' use of, and attitudes towards academic research to support pupils' progress. Key conclusions from this project were: (1) there were some positive changes in teachers' attitudes towards research during the course of the pilot; (2) There was no evidence that teachers were more likely to use research to inform their teaching practice after being involved in the pilot; (3) the project was very well received by teachers suggesting that this model may be a promising way of engaging teachers in evidence-based practice; (4) finding time for working collaboratively on implementing research evidence in practice was considered a challenge, but overall the requirements of the program were feasible; and (5) before a trial is considered, further thought should be given as to which elements of the project are essential for its efficacy, and whether a trial should test the project structure as a model for research dissemination or both the structure and content of the project as piloted. Four appendices are included. [This project was also funded by the Mayor's London Schools Excellence Fund.]

ERIC

13

2018

ED581418