Volume 4, Issue 2

Evidence-based policy and practice, Winter 2012
Better - Evidence-based policy and practice

The best argument for emphasising evidence in educational policy and practice is what happens when evidence plays no role: practice and policy swing like a pendulum from one enthusiasm to the opposite, and then back again, but no progress is made. The solution to the pendulum problem is to have a wide array of research going on at all times to create and evaluate promising solutions to longstanding problems, including teaching methods as well as policy options. In this issue we have a wide array of articles looking at how to get the most from evidence in both policy and practice.

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Contents

Page
Title
Author
4–5Managing change – The relationship between
education and politics

***FREE SAMPLE ARTICLE***
Estelle Morris
6–7Championing what worksLee Elliot Major
8–9Improving attainment across an education authorityAllen Thurston and colleagues
10–11Are evidence-based programmes worth the investment?Louise Morpeth and
Michael Little
12–13Reducing barriers to learning with
Communities That Care
J David Hawkins, Margaret
Kuklinski, and Abigail Fagan
14–15Improving social-emotional learningMary Sheard and Steven Ross
16–17Why evaluation is importantLouise Tracey
18–19Building on what works: Improving children’s futuresJessica Ripper and Abel Ortiz
20–21Before choosing, ask three questionsSteve Fleischman
22–23In search of feasible fidelityDavid Andrews
24–25Evidence in the news
26–27The latest research