Abecedarian Project

, 215

Absorptive capacity

, 24

Academic freedom

, 276

Academies Act (2010)

, 60

Accountability

, 61–62, 176, 262, 319–320, 338, 341–342

accountability-steering regime

, 168

approach in California

, 20–21

framework

, 282–283

policies

, 19–20

in United States

, 37–38

Accreditation process

, 212

Achieving Excellence

, 85

Action-research project

, 296–297

ADI (Italian Teachers Association)

, 296

Administrative levels

, 182–183

Alienation

, 127–128

Alliances

, 308

American High Scope Perry Preschool Program

, 215

Annotated documentary evidence

, 217

Apparent activism

, 51

Assessment Methods (AMs)

, 280

Attitudinal surveys

, 73

Attraction of teachers

, 213–214

Australia’s School System. See also Chilean educational system

, 125–129

federal influence over schooling

, 125–127

role of national and intergovernmental bodies

, 127–129

Australian Curriculum Assessment and Reporting Authority (ACARA)

, 127

Australian education

Australia’s School System

, 125–129

Australian educators’ use of research in practice

, 129–130

enablers and barriers to research use in schools

, 130–132

evidence-informed practice in

, 123–124

lessons for practice and policy

, 132–133

Australian Education Act (2013)

, 126

Australian Education Senior Officials Committee (AESOC)

, 127

Australian educators’ use of research in practice

, 129–130

Australian Institute for Teaching and School Leadership (AITSL)

, 127

Australian school system

, 124–125

Austria

evidence-informed teaching and leading in

, 321–326

perspective of cohesion/regulation matrix

, 317–318

Austrian education, evidence-informed practice in

Austria’s perspective of cohesion/regulation matrix

, 317–318

clear lines of accountability and integrated monitor systems

, 319–320

details of Austrian educational system

, 318–321

enablers and barriers for evidence-informed teaching and leading

, 327–329

evaluation and assessment arrangements

, 320–321

increase autonomy for schools

, 320

lessons for practice and policy

, 329

reduce distribution of responsibilities

, 319

responses to challenges

, 319–321

Authentic innovation

, 48

Authorisation

, 345

Authority levels

, 307–308

Autonomous educational system of Flanders

, 265

Avanguardie Educative

, 296

Behavioral observation methods

, 352–353

Belgium

engagement in EIP by teachers and school leaders

, 263–267

Flemish educational system

, 260–263

BIFIE

, 320–321

Bildung

, 176–177

Bildungsdirektionen

, 317–320, 327–328

Bottom-up approach

, 1–2, 74, 342

Brew Ed

, 62–63

Brokerage

, 66

Brokers, capacity building and

, 91–92

Building evidence

, 202–203

Bureaucracy in education

, 49–51

California

K–12 public education in

, 37

on social cohesion/regulation matrix

, 18–20

California Collaborative on District Reform

, 22

“California Way”

, 24

Capacity building

, 169

and brokers

, 91–92

for data

, 36

initiatives

, 371–372

opportunities drawing on research-based practices

, 40–41

Case study methods

, 38–39

Catalan Department for Education

, 50

Catalan Education Law

, 49–50

Catalan educational legal framework

, 48

Catalan educational system

, 48–49, 51

Catalan model

, 50–51

Catalan way of evidence informed educational practice

, 49–51

Catalan educational model

, 48

educational evidence fitting in hybrid model

, 51–52

enablers and barriers for evidence-informed practice in Catalan schools

, 52–54

lessons for practice and policy

, 55–56

Catalonia

, 48

Catholic Education Flanders

, 262

Centralisation

, 345

of powers

, 337

Centralised systems

, 299–300

Centre for Education Statistics and Evaluation (CESE)

, 123–124

Centre for School Leadership (CSL)

, 75–76

Centre for Utilisation of Research Evidence in Education (CUREE)

, 62–63

Certificate of Advanced Studies (CAS)

, 311

Chapman model

, 48

Children’s self-evaluation ability

, 358–360

Chile

charting literature on use of evidence among Chilean teachers

, 145–148

data extraction and analysis

, 144

enablers and barriers for teachers to engage with research

, 148–149

inclusion/exclusion criteria of studies

, 143–144

lessons for practice and policy

, 149

review aim and research questions

, 142

scope of review

, 143

use of evidence for teaching practice among Chilean teachers

, 142–144

Chilean educational system

, 140–141

characterization from regulation and cohesion

, 153–156

Chilean Quality Assurance System

, 156

Class analysis

, 352–353

Class improvement

, 358–360

Classrooms

assessments

, 156

evolution and expansion of EIP in

, 73–74

Coaching

, 25

effectiveness

, 36

Cohesion

, 155, 262–263

Chilean educational system characterization from

, 153–156

in education

, 49–51

Cohesion/regulation matrix

, 4–6, 37, 48, 60–61, 84, 140, 176–177, 309

Austria’s perspective of

, 317–318

Flanders in

, 262–263

model

, 352

Ontario and

, 84–88

in UAE

, 107, 110, 114

Collaboration

, 141

Collaboration and Research for Ongoing Innovation (CROÍ)

, 70, 74

Collaborative processes

, 89

Collaborative research

, 2–3

collaborative research-informed practice

, 2–3

Collegiate model

, 50

Common Core State Standards (CCSS)

, 18

Commonwealth power

, 125–126

Communication

, 93–94

to adapt implementation

, 92–93

within South African education system

, 230–232

Communities of Practice

, 88

Community Teachers Association (CTA)

, 382–383

Comparative analyses

, 4

Competitive dysfunction

, 128

Complexity

, 337

of education

, 226

Comprehensive school reform

, 98

Comprehensive Support and Improvement (CSI)

, 200–201

Compulsory education in Switzerland

, 305

Conference of Cantonal Ministers of Education

, 304

Context characteristics

, 182–183

Contextualisation of legal regulations

, 50

Continued re-regulation of school development in Sweden

, 101–105

Continuing professional development (CPD)

, 240–242

Continuing professional development and learning (CPDL)

, 376

challenge for

, 377

EducAid’s planning for

, 377

Continuous improvement

, 23

Continuous learning cycles

, 89

Contractual federalism

, 126–127

Cooperation of Best School

, 102–103

Corporate federalism

, 126–127

Corporate Social Investment

, 229

Counterproductive accountability-focused practices

, 25

Course Intended Learning Outcomes (CILOs)

, 280

Credit-bearing modules

, 72–73

Critical reflection

, 212

role in supporting EIP

, 218–219

Crystallisation of change

, 338

Crystallising change

, 340

Cultural model

, 140

Curriculum

, 307

Cypriot educational system

, 337

Cypriot Ministry of Education and Culture (MoEC)

, 336–337

Cypriot public schools

, 336

Cyprus

description of Cypriot educational system

, 337

design behind reform

, 337–338

educational governance, school autonomy and accountability

, 338–342

risk regulation regime role for educational change

, 342–344

‘unified system with two distinct procedures’ complementarity

, 344–345

Danish Pedagogical Institute

, 168

Danish School of Education

, 168

Danish School Reform, controversies concerning

, 169

Data

, 178–180

characteristics

, 183–184

collection and management within South African education system

, 230–232

collections

, 201

data-based decision-making

, 69–70

data-informed and research-based practices

, 72

data-informed decision-making

, 75–76

data-informed instructional improvement

, 38–39

data-informed learning

, 90–91

extraction and analysis

, 144

reports

, 201

resources

, 201

tools

, 201

Data Driven Districts (DDD)

, 231

Data use

, 36

in MA

, 201

in schools

, 38

in Swiss education system

, 306

in United States

, 37–38

Decentralization

, 50, 309, 345

of schools

, 125

Decentralized centralism

, 140

Decentralized centralization

, 284

Decentralized educational system of Flanders

, 265

Decision-making processes

, 69–70

Democracy

, 140–141

Denmark

controversies concerning Danish School Reform

, 169

evidence-informed practice at national level

, 170–171

evidence-informed practice at project level

, 171–173

evidence-informed practice in 2013 School Reform in Denmark

, 168–169

lessons for practice and policy

, 173

Department for Education (DfE)

, 60–61

Department of Basic Education (DBE)

, 229

Department of Education and Skills (DES)

, 71

data-informed Framework for SSE

, 75–76

DES-subsidized leadership development program

, 74–75

Department of Higher Education and Training (DHET)

, 229

Deregulation

, 100–101, 309

Development plans (DP)

, 100, 325–326

Diagnostic assessments

, 147

Digital transparency policy

, 297–298

Director

, 342–343

District Analysis and Review Tools (DART)

, 201–202, 206

District and School Profiles

, 206

District decision-makers

, 23

E-informed planning

, 380–383

Early Childhood Australia (ECA)

, 214

Early childhood education (ECE)

, 212

Early childhood teachers (ECTs)

, 212

Early Warning Indicator System (EWIS)

, 201

Early Years Learning Framework

, 215

Eclectic research paradigm

, 226

Economic tumult

, 59–60

EducAid

, 376

CPDL

, 382–383

primary schools for

, 380

EduCaixa programmes

, 51–52

Education Act

, 70–71, 84–85

Education Council (EC)

, 127

Education Endowment Foundation (EEF)

, 62–63

Education Law

, 154–155

Education Management Information System (EMIS)

, 230

Education Quality and Accountability Office

, 85

Education Reform Act (ERA)

, 60, 318

Education Research and Evaluation Strategy (2005)

, 85–86

Education Research and Evaluation Strategy Branch (ERESB)

, 85–86

Education Services Australia (ESA)

, 127

Education Source package

, 75

Education(al)

, 226

accountability

, 128–129

actors

, 228–230

administration

, 351–352

assessments

, 155

change

, 48, 260

cohesion and bureaucracy in

, 49–51

context characteristics

, 182–183

context of UAE

, 108–109

data characteristics

, 183–184

data use

, 2–3

enablers and barriers for enhancement of EIP in

, 74–77

evidence fitting in hybrid model

, 51–52

governance

, 338, 340, 342

leaders

, 19

policy

, 5–6, 64

practice

, 181–184

reform

, 69–70, 227

research

, 53

risk regulation regime role for educational change

, 342–344

standards

, 322–323

system

, 4, 48

teacher

, 184–185

user characteristics

, 183

Educational Cooperation Movement (MCE)

, 296

Educational Review Office (ERO)

, 364

Edwin Analytics

, 201

Effective leadership

, 27

Effective teaching

, 141

Effectiveness of coaching

, 36

Effector

, 342–343

Egalitarian coloring

, 308

Egalitarian leadership

, 243–244

Egalitarian model

, 341

Egalitarian society

, 367

Egalitarian Way

, 6, 86, 378

of working

, 51

Elementary schools, integrated education in

, 355–357

Embedded liberalism

, 140

Emirati School Model (ESM)

, 108–109

Empirical Shift in German education

, 176, 184

Employment contract

, 293–294

Engagement

with referential data

, 180–181

in research

, 178

with research

, 178

teachers and school leaders

, 179

England, evidence-informed teaching in

EEF

, 62–63

English context

, 59–60

English school system

, 61–62

influence of synthetic phonics

, 63–64

lessons for practice and policy

, 65–66

MATs

, 60–61, 64–65

English education system

, 60

English Learners (ELs)

, 19

English National Curriculum

, 63

English school system

, 61–62

English system

, 62–63

Enquiry habit of mind

, 183, 186

Enquiry model

, 372

Environment educational plans

, 50–51

Evaluation Program of School Performance

, 140

Every Student Succeeds Act (ESSA)

, 37, 199

Evidence

, 180–181

evidence-based initiatives

, 123–124

evidence-based knowledge

, 291–292

evidence-based model

, 176

evidence-based policy-making

, 130–131

evidence-based practice

, 25, 226, 309

evidence-informed collective learning

, 21–22

evidence-informed decision-making

, 65

evidence-informed initiatives

, 64–65

for learning

, 123–124, 132

from research

, 35–36

role in proficient teacher accreditation process

, 217–218

use

, 4, 7, 200

use in schools

, 309

on use of standardized assessments in Chile

, 156–159

about uses of SEPA

, 157–159

about uses of SIMCE

, 156–157

Evidence-informed practice (EIP)

, 2, 5, 39, 48, 51–52, 69–70, 83–84, 168, 198, 226, 260, 276, 291–292, 304, 376–377

applied by schools

, 74

in Australian education

, 123–124

capacity building and brokers

, 91–92

in Catalan schools

, 52–54

characterization of Chilean educational system from regulation and cohesion

, 153–156

cohesion/regulation matrix

, 5–6

communication to adapt implementation

, 92–93

in context of initial teacher preparation and CPD

, 240–242

coproduce change pathways

, 91

critical reflection role in supporting

, 218–219

data-informed learning

, 90–91

drivers and obstacles for engaging with

, 265–267

efforts toward supporting

, 236

enablers and barriers

, 74, 77, 88, 93

engagement in EIP by teachers and school leaders

, 263–267

evaluation of state in South Africa

, 232–233

evidence on use of standardized assessments in Chile

, 156–159

evolution and expansion of EIP in schools and classrooms

, 73–74

evolving influence of EIP in professional education

, 72–73

factors enable and disable

, 236

foundations for EIP in Ireland

, 71–74

institutional facilitators and hindering factors on use of learning assessments

, 159–161

institutional theory

, 6–7

integrating education and social development through

, 245–246

leadership and systemic prerequisites for widespread uptake of

, 244

in lesson study

, 352–355

lessons for practice and policy

, 161–162

multi-stakeholder collaboration, mutualism, and shared goals

, 90

at national level

, 170–171

in New Zealand

, 363–364

Njokwe teacher use of

, 242–243

organization

, 7–8

professional collaboration role in supporting EIP

, 219–221

at project level

, 171–173

recognizing instances system

, 233

school level use of

, 236–240

setting stage

, 1–2

of standardized assessments

types and extent of implementation in Italy

, 294–298

use and nonuse of data and research evidence

, 263–265

Evidence-informed teaching and leading

in Austria

, 321–326

educational standards and national performance tests

, 322–323

enablers and barriers for

, 327–329

ICA

, 325

SQA

, 325–326

in UAE

, 109–110

Evidence-informed teaching system

, 64–65

Evidence-use patterns

, 2

Experimentation

, 53

Expert knowledge

, 291–292

Extensive evidence-informed practices in CORE Districts

, 21–22

‘External accountability functioned as barrier to teachers’ evidence use

, 42–43

External evaluation (EE)

, 310, 345

External school evaluation

, 300

Facilitated Teacher Training sessions (FTT)

, 110

Familiarisation

, 336

Fatalist

, 6, 140, 142

Fatalist Way

, 378

Federalism

, 126–127

Feelings of distrust

, 127–128

#FeesMustFall protests

, 229

Flanders

within Belgian Federal State

, 260–261

in cohesion/social regulation matrix

, 262–263

Flemish educational system

, 260, 263

Flanders in cohesion/social regulation matrix

, 262–263

Flanders within Belgian Federal State

, 260–261

main principles of regulation

, 261–262

Formal collegiality

, 294

Formal data

, 178–180

Formal education system in UAE

, 108

‘Fragmented professionalism’ model

, 299

Framework for Improving Student Outcomes (FISO)

, 131

Freedom of education

, 261

Funding streams

, 83–84

General Law of Education

, 155

Geographically diverse system

, 125

Germany

characteristics of German education system

, 176–177

‘German teachers’ and ‘school leaders’ research engagement and influencing factors

, 181–185

lessons for practice and policy

, 185–186

research, data and evidence available to German schools

, 178–181

Goal-and result-oriented curriculum

, 100

Government funding

, 366

Grid

, 306–307

Group

, 306–307

Harmonization

, 303–304

Harmonization of education system (HarmoS)

, 305–306

Head of School

, 60–61

Hierarchical coloring

, 308

Hierarchist

, 6, 37

Hierarchist method

, 352

Hierarchist system

, 62

Hierarchist Way

, 86, 378

Hierarchist Way of school development in Sweden

deregulation and re-regulations

, 100–101

lessons for practice and policy

, 105

origin and development of social hierarchist position

, 98–100

social segregation and continued re-regulation

, 101–105

High regulation systems

, 6

High social cohesion

, 366

High-quality academic research

, 4

Higher education institutions (HEIs)

, 276

Hindering factors on use of learning assessments

, 159–161

Hong Kong higher education

enabling and hindering factors to OBTL

, 280–281

OBTL in

, 276, 278, 280

quality improvement of teaching and learning

, 276

and social cohesion/regulation matrix

, 277–278

uniqueness of university governance in

, 281–284

Horizontality

, 141

Human resource (HR)

, 327–328

Hybrid model, educational evidence fitting in

, 51–52

Immense educational reform program

, 108

Impact

, 62–63

Implementation Science (IS)

, 66

Improvement plans

, 50

Improvement science in education

, 21

In-service teachers

, 355

Inclusion/exclusion criteria of studies

, 143–144

Index of Community Socio-Educational Advantage (ICSEA)

, 127

INDIRE

, 296

Individual instructors

, 276

Individualist

, 6

with strong collaborative elements

, 365–367

Individualist Way

, 263, 268, 277, 378

Individualistic basic structure

, 307

Individualistic consumer-based society

, 140

Individualistic leadership

, 243–244

Informal competence assessments (ICA)

, 317–318, 325

Informal data

, 178–180

Information and communications technology (ICT)

, 353

Initial Teacher Education (ITE)

, 70, 72

Innovation

, 48, 53

Inquiry-based learning

, 310–311

Institute for School Evaluation (INVALSI)

, 293

Institute of Teachers Act 2004

, 213

Institutional autonomy processes

, 50, 276

Institutional environment

, 20

Institutional facilitators on use of learning assessments

, 159–161

Institutional fragmentation

, 294

Institutional level

, 182–183

Institutional theory

, 4–7, 36–38, 48, 63, 130–131, 141, 265, 280–281, 355, 380, 383

application

, 204–205

to California context

, 24–26

in UAE

, 107, 110, 114

Institutionalisation

, 48, 344

Instructional improvement

, 38, 40–41

Instrumental use of research

, 336

Integrated education in elementary and junior high schools

, 355–357

Integrated monitor systems

, 319–320

Integrating education and social development through EIP

, 245–246

Intellectual curiosity

, 54

Inter-related RPPs

, 86

Interim Committee of Australian Schools Commission

, 126

Internal evaluation

, 344

Internal Evaluation Coordination Committee

, 344–345

International Early Learning and Child Well-being Study (IELS)

, 214

International teacher research movement

, 353

Internship

, 310–311

Intuitive decision-making

, 267

Intuitive policymaking

, 268

Intuitive recognition

, 267–268

INVALSI

, 296

IQESonline

, 310

IQMS

, 230

Irish education policy

, 74

Italian education. See also Flemish educational system

classification of Italian system

, 292–294

EIP

, 291–292

enablers and barriers to engaging with research

, 298–299

lessons for practice and policy

, 299–300

types of EIP and extent of implementation in Italy

, 294–298

Iterative Best Evidence Synthesis Programme (iBES Programme)

, 369–370

Japan

efforts for data on use focussing on class improvement

, 358–360

efforts for integrated education in elementary and junior high schools

, 355–357

EIP in lesson study

, 352–355

lessons for practice and policy

, 360

teaching and learning from pre-school to secondary education in

, 351–352

Job satisfaction

, 173

JUGYO KENKYU movement

, 352–354

Junior high schools, integrated education in

, 355–357

‘Justice through Education’

, 103–104

K–12 public education in California

, 37

Kāhui Ako

, 366

Keynesian economic policies

, 140

Knowledge Network for Applied Education Research (KNAER)

, 84, 86, 92

structure of KNAER research-practice partnerships

, 87

Law of Inclusion

, 155

Law of Quality Assurance of Education

, 155

Leaders

, 38

Leadership

, 25, 53, 243

effective

, 27

and systemic prerequisites for widespread uptake of EIP

, 244

Learning

, 70, 276

assessments

, 159–161

community

, 353

inquiry

, 369

networks

, 205

OBTL in Hong Kong Higher Education

, 278–280

Learning effective organising schooling

, 100

‘Learning Gap’, The

, 353

Learning Schools Model

, 161

Legitimation crisis

, 170–171

Lesson research

, 352–353

Lesson study, EIP in

, 352–355

Local Authorities (LAs)

, 60

Local control

, 19

Local Control and Accountability Plans

, 37

Local Educational Networks

, 51

Local Leadership Clusters

, 76–77

Low social regulation/centre right for cohesion

, 365–367

Maersk Foundation

, 169

Management at school level

, 307

Massachusetts (MA)

, 198

EIPs

, 198

lessons for practice and policy

, 206–207

Massachusetts school system

, 198–206

Massachusetts Comprehensive Assessment System (MCAS)

, 201

Massachusetts Department of Elementary and Secondary Education (DESE)

, 198

Massachusetts Education Reform Act

, 199

Massachusetts school system

, 198–206

Master of Advanced Studies (MAS)

, 311

MAXQDA

, 306

Mediation

, 66

Meta-reflective stance

, 186

Micro-teaching

, 352–353

Ministry of Education (MoE)

, 108–109, 366, 369–370

Modern institutionalised education system

, 340

Monash Q Project

, 124

Multi-Academy Trusts (MATs)

, 60–61, 64–65

Multi-governance

, 345

Multi-stakeholder collaboration

, 90

Multisector and comparatively privatized system

, 125

Mutualism

, 90

NAP including literacy and numeracy initiative (NAPLAN)

, 127–128

Narratives influencing NSW early childhood sector

, 212–216

National Achievement and Learning Situation Survey

, 352

National Agency of Education (NAE)

, 99–100, 102

National Agency of School Development (NASD)

, 100

National Assessment Program (NAP)

, 127

National certificate of attainment (NCEA)

, 364–365

National curricula

, 99–100

National Development Plan (2030)

, 233

National Education Agreement

, 126

National Evidence Institute for Education

, 214

National Foundation for Educational Research

, 62–63

National Indications for Curriculum

, 294

National Law and Regulations

, 215

National learning framework

, 215

National level research

, 384

National performance tests

, 322–323

National Quality Framework for Early Childhood Education and Care (NQF)

, 215–216

National Quality Standards (NQS)

, 215

National Report on Education

, 176

National schooling architecture

, 128

National Schools Interoperability Program (NISP)

, 127

National System of Performance Evaluation (SNED)

, 140–141

National System of Teacher Professional Development

, 155

Neoinstitutionalism

, 304

Neoliberal approach

, 140

Neoliberal thinking

, 307

New public management (NPM)

, 100, 140–141, 307

New School Model (NSM)

, 108

New South Wales (NSW)

, 212

attraction and retention of teachers

, 213–214

evidence and data

, 214–215

narratives influencing NSW early childhood sector

, 212–216

quality

, 215–216

New Zealand (NZ)

, 363–364

barriers

, 371

classifying system

, 365–367

connections between practitioners and research/researchers

, 370

enablers

, 368–370

evidence-informed practice in

, 363–364

NZ education system

, 364–367

research-derived and research-promoting model of pedagogy

, 368–370

teachers engagement with research evidence

, 367–368

No Child Left Behind Act (NCLB)

, 18, 199

Non-profit organisations

, 329

Observation Report

, 217

Ontario

and cohesion/regulation matrix

, 84–88

EIP in

, 84

enablers and barriers to EIP

, 88–93

lessons for practice and policy

, 93–94

publicly funded education systems

, 83–84

school system

, 84

Ontario and cohesion/regulation matrix

, 84–88

Ontario College of Teachers

, 85

Ontario Education Research Panel (OERP)

, 86

Ontario Education Research Symposium (2006)

, 86

Ontario Ministry of Education (OME)

, 83–84

Opportunity Areas

, 64–65

OPR

, 203–204

Organic Law for the Improvement of Educational Quality (LOMCE)

, 49

Organic Law on Education (LOE)

, 49

Organisational development (OD)

, 100

Organization for Economic Co-operation and Development (OECD)

, 4, 71, 214, 304

Organizational routines

, 38

Outcome-based Approaches to Student Learning

, 276

Outcome-based education (OBE)

, 276

Outcome-based teaching and learning (OBTL)

, 276

current status of OBTL of eight UGC-funded universities

, 279–280

developmental history in Hong Kong higher education

, 278–279

enabling factors

, 280–281

hindering factors

, 281

in Hong Kong Higher Education

, 278–280

in Hong Kong Higher Education from perspective of institutional theory

, 280–281

Overall Strategy on Educational Monitoring in Germany

, 177

Page, Sam (CEO of Early Childhood Australia)

, 214

Parallel system

, 99

Participation in education governance

, 345

Pedagogical egalitarianism

, 294

Pedagogical Institute (PI)

, 345

Pedagogical Service (Pädagogischer Dienst)

, 319

Peer support

, 141

Penguin revolution. See Revolución pingüina

Performance talks (PT)

, 325–326

Performance-based funding

, 276

Personal interpretative framework

, 267–268

Personal motivation

, 54

Phonics Screening Check

, 63–64

PIRLS test

, 227

PLNs

, 382

Policy environments

, 36–38

Policy-makers

, 65

Political framework

, 50

Political levels

, 182–183

Politicisation

, 63

of evidence

, 64

Positivistic quantitative tradition

, 226

Postgraduate qualification (Master’s degree)

, 354

Power

, 337

Practitioner researcher

, 240

Praxis theory

, 304

Preferential School Subsidy Law (SEP)

, 140–141, 155

Preservice teacher preparation

, 61–62

Presidential Service (Präsidiale)

, 319

Primary schools for EducAid

, 380

Professional capital

, 169

Professional collaboration role in supporting EIP

, 219–221

Professional Development Service for Teachers

, 75–76

Professional education, evolving influence of EIP in

, 72–73

Professional learning

, 69–70, 104–105

Professional learning community (PLC)

, 291–292

Proficient teacher accreditation

, 212, 216, 221

evidence role in

, 217–218

Proficient Teacher Accreditation Report

, 217

ProfileQ

, 311–312

Program Evaluation Pilot

, 205–206

Program for Learning Leadership

, 172–173

Program Intended Learning Outcomes (PILOs)

, 280

Programa de Evaluación del Rendimiento Escolar (PER). See Evaluation Program of School Performance

Programme for International Student Assessment (PISA)

, 177, 214, 261, 352

shock

, 71

Progress and Performance Index

, 201

Public education in Canada

, 84–85

Public management culture

, 127–128

Public school system

, 226–227

Public service provision

, 7

Publicly funded education systems

, 83–84

Publicly funded entities

, 69–70

Q Project

, 129–130, 132

Qualitative evaluation of lived experiences

, 226

Qualitative studies

, 155

Quality

, 215–216, 308

assurance

, 276

of decision-making processes

, 69–70

development systems

, 318

improvement

, 310

of school development plans

, 298

work of schools

, 310

Quality Agency

, 160

Quality Assurance Committee (QAC)

, 278–279

Quality Assurance System

, 155–156, 159

Quality Education

, 277

Quality Improvement and Accreditation System (QIAS)

, 215

Race to the Top (RttT)

, 200

Randomised controlled trial (RCT)

, 62

Re-regulations

, 100–101

Regimes

, 342

Regional level research

, 384

Registry data

, 178–180

Regulation

, 6, 37, 176–177, 262, 277, 342

characterization of Chilean educational system from and

, 153–156

regulation-cohesion-matrix

, 306–309

Regulatory system

, 61–62

Republic of Ireland, evidence-informed practice in

background

, 69–71

enablers and barriers for enhancement of EIP in education

, 74–77

foundations for

, 71–74

lessons for practice and policy

, 77–79

Research

, 178, 291–292

capacity

, 72

Ed

, 62–63

model

, 84

research-based education

, 310–311

research-based information

, 183–184

research-derived model of pedagogy in national curriculum

, 368–370

research-informed practices

, 69–70, 309

research-informed principals

, 311

research-informed teaching

, 276

research-oriented approach

, 369

research-practice partnership

, 372

research-promoting model of pedagogy in national curriculum

, 368–370

research-rich teaching profession

, 123–124

research/evidence-based practice

, 69–70

research/evidence-informed practice

, 69–70

targeting

, 353

use in schools

, 130–132

Research engagement

, 4, 367

strategies

, 367–368

Research evidence

, 369

in educational decision-making

, 83–84

teachers engagement with

, 367–368

Research-practice partnerships (RPPs)

, 75, 84

collaborative processes

, 89

continuous learning cycles

, 89

core of

, 88–89

evidence-informed practice based on work of

, 93

research model for studying work and organization

, 89

systems and structures

, 89

Resource allocation

, 104

Resource Allocation and District Action Reports (RADAR)

, 201–202

Retention of teachers

, 213–214

‘Revolución pingüina’

, 154–155

Risk regulation regime (RRR)

, 342

Risk regulation regime role for educational change

, 342–344

Rule-bound approaches

, 128, 140

SABABU project

, 376

SACMEQ test

, 227

School 21 Makes Happy

, 311

School Act

, 99–101

School evaluation (SE)

, 336

policy

, 336, 338

School Excellence Fund

, 76–77

School improvement

, 1–2, 291–292

frameworks

, 132

School leaders

, 3, 69–70

engagement in EIP by

, 263–267

research engagement and influencing factors

, 181–185

School leadership

, 53

development programs

, 70

School level

research

, 383

use of evidence-informed practice

, 236–240

School Management Committee (SMC)

, 382–383

School Performance Test

, 140–141

School quality assurance (SQA)

, 321, 325–326

School Quality Managers (SQM)

, 319

School Reform in Denmark

, 168–169

School self-evaluation (SSE)

, 70, 293, 341–342

School(s)

for all

, 98–99, 103–104

autonomy

, 48, 260, 292, 338, 342

decentralization

, 128–129

district

, 19

evaluation

, 336

evidence-informed practices applied by

, 74

evolution and expansion of EIP in

, 73–74

increase autonomy for

, 320

ownership

, 51

quality improvement index

, 21

school-based PLN

, 379

Schooling

, 126–127

Schooling Improvement Initiatives

, 366–367

Scientifically-based research

, 199

ScuolInsieme improvement project

, 295–296

Secretary of State for Education

, 60–61

Self-esteem

, 173

Self-evaluation

, 343–344

Self-governing school system

, 364

Self-improvement

, 1–2

Seniority within system

, 337

Shared goals

, 90

Sierra Leone

challenge for CPDL in

, 377

challenges facing primary schools in

, 376

institutional theory

, 380–383

lessons for practice and policy

, 383–384

senior secondary schools in

, 376

social cohesion and social regulation

, 378–380

SIMCE

evidence about uses of

, 156–157

test

, 140–141

Social cohesion

, 5–6, 37, 176–177, 277, 307, 378, 380

Social cohesion/regulation matrix

, 18, 86, 264, 355

Hong Kong higher education and

, 277–278

placing California on

, 18–20

Social constructivism

, 146–147

Social hierarchist position

, 98–100

Social regulation

, 378–380

social regulation/cohesion matrix in Australian education

, 124

Social segregation

, 101–105

Socioeconomic status (SES)

, 380–381

South African Democratic Teachers Union (SADTU)

, 229

South African education landscape against Hood/Chamberlain social cohesion vs. social regulation matrix

, 233–235

South African education system

, 226–227

constraining factors and challenges to EIP in

, 228

data collection, management, and communication within

, 230–232

South African School Administration and Management System (SA-SAMS)

, 230

South African Schools

analyzing South African education landscape against Hood/Chamberlain social cohesion vs. social regulation matrix

, 233–235

constraining factors and challenges to EIP in South African education system

, 228

contextual realities

, 226–227

data collection, management, and communication within South African education system

, 230–232

Education Actors

, 228–230

efforts toward supporting evidence-informed practice

, 236

evaluation of state of evidence-informed practice in South Africa

, 232–233

evidence-informed practice in context of initial teacher preparation and CPD

, 240–242

factors enable and disable evidence-informed practice

, 236

integrating education and social development through EIP

, 245–246

leadership and systemic prerequisites for widespread uptake of EIP

, 244

lessons for practice and policy

, 244–245

recognizing instances of evidence-informed practice in system

, 233

school level use of evidence-informed practice

, 236–240

variants of teacher leadership

, 243–244

Stakeholder groups

, 69–70

Standardized assessments in Chile

, 156–159

Standardized test scores

, 73

State educational policies

, 25

State-level school improvement frameworks

, 123–124

Statewide Longitudinal Data System (SLDS)

, 206

STEM education

, 76–77

Student achievement

, 170

Student data

, 40–41

Subsidiarity principle

, 306–307

Superintendence of Education

, 159

Sustainability Development Goal 4 (SDG-4)

, 277

Sweden

, 98

Swiss education system

, 304

Switzerland

, 303

data use

, 306

lessons for practice and policy

, 313

regulation-cohesion-matrix

, 306–309

research and practice

, 309–312

Swiss education system

, 304–306

Synthetic phonics

, 63–64

System for Evaluation of Learning Progress (SEPA)

, 156

evidence about uses of SEPA

, 157–159

Systematic generalisation

, 48

Targeted Support and Improvement (TSI)

, 200–201

Teacher accreditation

, 212, 216

background

, 217

critical reflection role in supporting EIP

, 218–219

evidence role in proficient teacher accreditation process

, 217–218

lessons for practice and policy

, 221–222

narratives influencing NSW early childhood sector

, 212–216

professional collaboration role in supporting EIP

, 219–221

proficient

, 216–221

Teacher Accreditation Act

, 212

Teacher Development Trust

, 62–63

Teacher education

, 184–185

and further education

, 310–311

reform initiatives in Ireland

, 69–70

Teacher leadership

, 243

variants of

, 243–244

Teacher-generated evidence

, 212

wonders for

, 216–221

Teacher-Led Innovation Fund (TLIF)

, 368, 370

Teacher(s)

, 3, 35–36, 69–70

accountability

, 37–38

appraisal

, 300

attraction and retention of

, 213–214

capacity-building opportunities drawing on research-based practices and supporting use of student data

, 40–41

charting literature on use of evidence among Chilean teachers

, 145–148

commitment

, 27

culture of high regulation focussed on external accountability functioned as barrier

, 42–43

enablers and barriers for teachers to engage with research

, 148–149

enablers and barriers to engaging with evidence

, 39–43

engagement in EIP by

, 263–267

engagement with research evidence

, 367–368

evaluation system

, 157

evidence-informed changes at school level

, 36

German teachers’ research engagement and influencing factors

, 181–185

inquiry

, 110

institutional theory

, 38

as knowledge makers

, 240

lack of cohesion across improvement efforts and within team functioned as barrier

, 41–42

lessons for practice and policy

, 43

policy environments

, 36–37

positive teacher performance effects on EIP

, 171–173

praxis

, 244

professional development

, 184–185

resistance

, 173

in Sierra Leone

, 378–379

training

, 53

use of evidence

, 38–39

use of evidence for teaching practice among Chilean teachers

, 142–144

Teachers’ Research Exchange (T-REX)

, 74

Teaching

, 70, 276

inquiry

, 369

OBTL in Hong Kong Higher Education

, 278–280

standards

, 216

Teaching and Learning Activities (TLAs)

, 280

Teaching and Learning International Survey (TALIS)

, 292

Teaching and Learning Research Initiative (TLRI)

, 370

‘Teaching as inquiry’ approach

, 364

Teaching Council

, 72

Teaching for Effective Learning framework

, 131

“Technicians”

, 140

Tertiarzsation

, 304

‘Test-based accountability system’

, 61–62

Theory of Change (ToC)

, 229

Three-Year Plan of the School Offering (POFT)

, 293

TIMSS test

, 227

Top-down approaches

, 74

‘Trad-centred’ approach

, 64

‘Trad’ approaches

, 64

Traffic light evaluations

, 310

Trust

, 27

Uncertainty

, 180–181

‘Unified system with two distinct procedures’ complementarity

, 344–345

United Arab Emirates (UAE)

, 107

application of social cohesion/social regulation matrix & institutional theory

, 110–114

educational context of

, 108–109

educational reforms

, 109

evidence-informed teaching in

, 109–110

lessons for policy and practice

, 114–116

Universities

, 329

Universities of Teacher Education

, 304

University Accountability Agreement (UAA)

, 282–283

University Grants Committee (UGC)

, 276–277

US Schools, evidence-based practices in

applying institutional theory to California context

, 24–26

extensive evidence-informed practices in CORE Districts

, 21–22

extent of evidence use in California’s school system

, 20–21

lessons for practice and policy

, 26–27

placing California on social cohesion/regulation matrix

, 18–20

weaker evidence-based practices in most other districts

, 23–24

Use of evidence

, 200

User characteristics

, 183

Valued learning

, 364

Values

, 380–381

to e-informed planning

, 380–383

teacher-generated evidence

, 222

Valuing research engagement

, 371–372

VERA

, 180–181, 185

VERBI Software

, 306

Video tape recorders (VTRs)

, 352–353

Views of Climate and Learning (VOCAL)

, 201

Voucher-based funding formula

, 140

West African Senior Secondary School Examination (WASSCE)

, 376

“Western” education

, 109

‘What Works Centre’ for education

, 62–63

Women Ed

, 62–63

Young teachers, support for

, 358–360