Five great reads for evidence-based practitioners by @DrGaryJones

A few weeks ago Alex Quigley wrote an excellent blogpost entitled Five great reads for evidence-informed teachers.  Now I have to say,  I took Alex to task as I felt his selection would have been better called Five great reads for research-informed teachers, as his reading list focused exclusively on research evidence and unwittingly re-inforced the notion that evidence-based practice is the same as research-based practice.  So having gently drawn this to Alex’s attention, it seems sensible to identify a number of books which can shed light on the process of being an evidence-based practitioner.*

This is a re-blog post originally posted by Gary Jones and published with kind permission.

The original post can be found here. Read more from Gary by clicking here.

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So if you are already looking to purchase your holiday reading, I’d like to recommend that you have a look at one of the following.

1. John Dewey : How we think for a fascinating opening chapter on what is thought and the nature of reflective thinking, which I believe makes a compelling case for real evidence-based practice.
2. Daniel Willingham : When can you trust the experts : How to tell good science from bad in education for a really useful four-step work-around to help teachers make sense of educational research
3. Chris Argyris and Donald A Schon : Theory in practice and their attempt to answer the following questions : What is professional competence? How  is competence learned? How can professional education be redesigned to develop competent practice?
4. John Bransford et al (eds) The role of research in educational improvement and in particular Andy Hargreaves and Corrie Stone-Johnson’s chapter Evidence-informed change and the practice of teaching.
5. Georg von Krocht, Kauz Ichijo and Ikujiro Nonaka : Enabling knowledge creation: How to unlock the mystery of tacit knowledge and release the power of innovation and their work in identifying five knowledge enablers – knowledge vision, manage conversations, mobilise knowledge activists, create the right context for knowledge creation, and globalise local knowledge.

* Note – I am now of the view that there is no difference between evidence-based practice and evidence-informed practice.  The latter is a product of evidence-based practice being misrepresented as being based entirely on research evidence and removing the role of practitioner expertise.  I have explored this further in both this BERA blog post  and my recently published handbook : Evidence-Based Practice : A handbook for teachers and school leaders.

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