Prelims

Half Title Page

ACHIEVING EVIDENCE-INFORMED POLICY AND PRACTICE IN EDUCATION: EVIDENCED

Title Page

ACHIEVING EVIDENCE-INFORMED POLICY AND PRACTICE IN EDUCATION: EVIDENCED

BY

CHRIS BROWN

School of Education and Childhood Studies, University of Portsmouth, Portsmouth, United Kingdom

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2018

Copyright © 2018 Emerald Publishing Limited

Reprints and permissions service

Contact: permissions@emeraldinsight.com

No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-78743-641-1 (Print)

ISBN: 978-1-78743-640-4 (Online)

ISBN: 978-1-78743-673-2 (Epub)

Dedication

For Wendy Brown, for always supporting me.

About the Author

Dr Chris Brown is Professor of Education at the School of Education and Childhood Studies, University of Portsmouth. With a long-standing interest in how evidence can aid education policy and practice, Chris has written or edited five books (including Making Evidence Matter and Leading the Use of Research and Evidence in Schools for UCL IOE Press), several papers and has presented and keynoted on the subject at a number of international conferences in Europe and North America.

Chris has extensive experience of leading a range of funded projects, many of which seek to help practitioners to identify and scale up best practice, and was recently awarded a significant grant by the Education Endowment Foundation to work with 100 +  primary schools in England to increase their use of research. In 2015 Chris was awarded the American Educational Research Association ‘Emerging Scholar’ award (Education Change SIG). The award is presented to an individual who, within the first eight years of the career of an educational scholar, has demonstrated a strong record of original and significant scholarship related to educational change. Chris was also awarded the 2016 AERA Excellence in Research to practice award and the 2016 UCEA Jeffrey V. Bennett Outstanding International Research award.

Acknowledgements

The projects detailed in this book would not have been possible without the commitment and collaboration of a number of colleagues including: Carolyn Hughan, Tina Daniels, Jane Flood, Matt Perrett (and the ETC RLC gang more generally), Ruth Luzmore, Cat Scutt, Cathy Walters, Elizabeth Fennell, Dell Zhang, Joelle Rodway, Alan Daly, Yi-Hwa Liou and the original RLC facilitation and development team (Louise Stoll, Graham Handscombe, Toby Greany, David Godfrey, Sarah Saleznyov, Karen Spence-Thomas, Joanne Waterhouse and Domini Bingham). Thank you all. Thanks also to Cindy Poortman, Livia Rössler, Jon Supovitz, Thomas Hatch, Kim Schildkamp, Tim Cain, Sue Brindley, Gary Jones, Joel Marlin and Dan Gibton for providing me with stimulating conversations over the course of writing this book. Finally, an ongoing thank you to Tilly Brown and Kitty Brown for continuing to ensure that I focus on other things now and then.