Getting evidence into classroom practice: Promises and pitfalls


With the resurgence of interest in evidence-based research, there’s still a difficult question about how we can best make practical use of the evidence that emerges Expecting teachers to have the time and inclination to read the latest journal articles probably isn’t the answer. Therefore, what sort of research should teachers read and how might this influence the sort of CPD sessions run within schools? Nick Rose discusses some of the problems and pitfalls with research engagement, and suggests some ways of putting the evidence into the hands of the people who can best make use of it: Teachers.