What’s the role of research evidence in evidence-informed practice
The role of research evidence in evidence-informed practice is often taken for granted and is not made explicit. In this session I explore the indirect relationship between research evidence and evidence-based practice. In doing so, I’ll look at what distinguishes a claim or conclusion (C) from the data/grounds (D) used as the basis for that claim (C). I’ll then look at how warrants (W) are used to justify the inference from (D) to (C) . Next, I’ll show how research evidence is used to provide the backing for warrants. I’ll then use this structure to examine the arguments for: why we need evidence-based practice; and, the usefulness (or not) of effect sizes. Finally, I’ll explore how you can put this structure to work in your school and ensure you make the best use of research evidence.
Dr Gary Jones has worked in post-compulsory education for over 25 years. Gary has a doctorate in educational management from the University of Bristol and is interested in evidence-based practice and the implications for school leadership and management. He is a Fellow of the Center for Evidence-Based Management and associate of the Expansive Education Network based at the University of Winchester, where he supports teachers engage in evidence-based practice. Gary is also involved in a research project investigating school research leads use of research evidence. Over the last last two years Gary has spoken at a range of conferences including ResearchED Sydney, Cambridge, New York, Glasgow and Goteborg. Gary has also spoken at conferences organised by UKFEchat, the Canons Park Teaching School Alliance and the Expansive Education Network.
Evidence-Based School Leadership and Management : What does it look like?
In this session I will explore what the nature of evidence-based school leadership and management. The session will then look at what an ‘evidence-enriched’ school might look like and what strategies can be adopted to increase the use of evidence within a school. The session will also look at some of the mistakes to be avoided when trying to develop an evidence-enriched school. The session will end with participants having the opportunity to self-test their ‘research literacy’.
National Conference 2018 (with Michelle Haywood)
Evidence-based practice and SEND
In this session we look at the nature of evidence-based practice. We’ll then look at how techniques for use in evidence-based practice can be used to facilitate greater use of research to support pupils with SEND. In particular, we will look at a range of techniques to help identify answerable questions; how to identify the most important problems of practice; and how to develop questions from a range of different perspectives.
Senior Lecturer, University of Wolverhampton
Senior Lecturer #ITE @wlv_education Co-Founder @ResearchSEND Chair @WMSENDForum Member of @ite_send https://michhayw.wordpress.com
researchED Leads, Haninge 2018
Leading the research and evidence-informed school
In this session I will explore the challenges of leading the research and evidence-informed school. First, I will explore the characteristics of the evidence-informed school. Second, I will look at an outline action plan for leading the evidence-informed school. Finally, I will look at a number of time-saving techniques to help you become a more efficient and effective School Research Lead
2017 National Conference
Time efficient techniques for the evidence-informed teacher
In this session we will look at a number of time efficient techniques to help you become a more effective evidence-based/informed teacher. These techniques will hopefully help you and your colleagues get better at: asking well formulated questions; accessing research evidence; appraising research evidence; aggregating different forms of evidence; incorporating evidence into decision-making; and finally, evaluating your effectiveness as an evidence-based practitioner. In doing so, it is hoped that you will be able to take-away ideas that can easily adopted/adapted for use in your school.
Evidence-based practice: Misconceptions and missed opportunities
This session will provide a working definition of evidence-based practice and explore some of the common misconceptions associated with evidence-based practice. The session will also demonstrate a practical technique which will increase your skills as an evidence-based practitioner
Washington DC 2016
What would a curriculum to develop evidence-based practitioners look like?
This session will explore the implications of the Educational Excellence Everywhere White Paper for creating an evidence-informed teaching profession. I will begin by summarising how the UK government is intending to support the creation of an evidence-informed teaching profession within England. I will then go onto to define what is meant by evidence-based practice and outline a curriculum to help develop trainee teachers, experienced teachers and head-teachers develop their knowledge and skills as evidence-based practitioners. Finally, I will provide a check-list/self-audit tool that will allow teachers and principals to self-assess their skills as evidence-based practitioners.
FE & Vocational 2016
Leading the evidence-based college
In this session I will explore what is meant by evidence-based practice. I will then go on to examine some of the common misconceptions associated with evidence-based practice Finally, I will provide lecturers and college leaders with a check-list to examine the college’s readiness for evidence-based practice .
National Conference 2016
Evidence-based school leadership and management : Are we missing something?
The current English educational system is encouraging schools, school leaders and teachers to engage with research and evidence. However, insufficient attention has been paid to the use of evidence-based practice to improve the leadership and management of schools, particularly with reference to Organisational Behaviour and Human Resources. Evidence-Based Management (EBMgt) may provide a way forward.