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.
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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.
- 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.
- 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
- 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?
- 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.
- 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.