Evidence-based policy and practice, Winter 2012

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
4–5	Managing change – The relationship between education and politics ***FREE SAMPLE ARTICLE***	Estelle Morris
6–7	Championing what works	Lee Elliot Major
8–9	Improving attainment across an education authority	Allen Thurston and colleagues
10–11	Are evidence-based programmes worth the investment?	Louise Morpeth and Michael Little
12–13	Reducing barriers to learning with Communities That Care	J David Hawkins, Margaret Kuklinski, and Abigail Fagan
14–15	Improving social-emotional learning	Mary Sheard and Steven Ross
16–17	Why evaluation is important	Louise Tracey
18–19	Building on what works: Improving children’s futures	Jessica Ripper and Abel Ortiz
20–21	Before choosing, ask three questions	Steve Fleischman
22–23	In search of feasible fidelity	David Andrews
24–25	Evidence in the news
26–27	The latest research