We have the evidence for what works in schools, but that doesn’t mean everyone uses it

Description

Over two-thirds of educators (70%) that we surveyed said they had recently used evidence in their practice. Most consulted with familiar and readily available evidence types such as “student data” (77%) and “policy and curriculum documents” (72%). Respondents used research-based sources much less frequently. Only 43% said they regularly consulted “research disseminated from universities” and 36% engaged with “university-based advice or guidance”. Nearly half (43%) of respondents indicated “teacher observations and experience should be prioritised over research”. These educators were less likely to source research-related evidence types. Our findings suggest research evidence use can play a key role in improving the quality of teaching, both in COVID-19 tutoring programs and classrooms generally. But this can only happen when educators feel they have the appropriate access, support and confidence to make evidence-informed judgments and practices.