Bloomsbury CPD Library: Research-Informed Practice£17.99*
- This book is for teachers seeking to: address a specific problem, widen their teacher network, deepen their understanding of certain pedagogical strategies and build leaders both in a classroom and school-wide setting.
- As she praises bloggers for their clarity of communication, the author models this good practice with blog style summaries including various links; thus, rendering her book a behemoth of resources.
- You cannot escape the realisation of your limitations as a teacher, this book pushes all to reach deep into their practice and then out in order to problem solve.
- The encouragements to engage with research are rooted into the need to establish an individual vision. This took me back to my training where “remember your why!” was seared onto my prefrontal cortex.
Review & Ratings compiled by Hope Wilton-Waddell, Supported by Bloomsbury Education
With the introduction of The Chartered College of Teaching’s “Impact” in 2017, the continued growth and success of Research Ed and their many conferences, the thriving growth of research schools and more, all in Education are behoved to ponder the importance of research and its role in the classroom.
Jenifer Ludgate speaks into this field with a voice of encouragement and sure guidance. Her words spur teachers unto critical and careful self-assessment, open and eager engagement with research and bold action research so that they might facilitate the progress of their pupils.
This two-part book is split into five main stages that shepherd teachers from considering their potential resistance to change and thus interaction with research to leading CPD as they train others and lead whole-school transformation.
Ludgate captures the current buzz in the Education sector for research and evidence-informed practice through clear communication and a sound voice of reason that appeals to the certain doubts that often arise inexperienced practitioners. As I read, I noticed how, only 4 academic years into my teaching career, have already hardened to the idea of change if it doesn’t perfectly align itself with my obviously flawless (not!) ideologies. Early in the book, I was forced to question the validity of the still small voice in my mind that often tells me to switch off at the sound of anything that might force a reconsideration of a part of my Education worldview.
As the book progressed, I saw just how easy it is to continue engaging with research beyond my training years. In her concise, and blog-like summaries, the writer heralds many of current educational research raconteurs. I was happy to see many blogs I’ve loved and read today referenced and particularly encouraged the suggestions regarding how I might better engage with the research article summaries and applications suggested by many Education blog writers. The case studies featured also actualised her recommendations shared, in true Teacher fashion, Ludgate made research engagement concrete with clear examples for a wide variety of subjects. As I read, I thought “I want to be able to model practice like this!”
For me, this book struck a chord as it demanded reflection. In this review, I have focussed on how the book has called me to more honest self-assessment and action. Jennifer’s reminders to remain solutions focussed was very impactful. “Research-informed practice” serves as an antidote to the general drift towards being set in one’s ways. This book will ignite a fire in your teacher belly to think more, read more and do more for the development of your practice and ultimately your students’ progress.