Evidence-informed practice in Australian education

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Abstract

This chapter discusses the development of evidence-informed practice in Australian education. It highlights growing system-wide aspirations and support for Australian teachers, school leaders, and jurisdictions to be engaging productively with research and evidence. Our aim here is to step back from these developments and consider them in the context of: (i) the nature and distinctive characteristics of the Australian school system; (ii) what is known (and not known) about Australian educators' use of research and evidence; and (iii) recent insights into enablers and barriers to research use in Australian schools. We argue that the development of evidence-informed practice in Australia needs to take careful account of the complex history and fatalist nature of the wider school system. This will make it possible to identify and work with the productive places that exist within a system of this kind. It is also important to recognise that research use in schools is a topic that has been investigated surprisingly little in Australia relative to other countries internationally. Current policy aspirations around evidence-informed approaches therefore need to be matched by greater efforts to understand the dynamics of research engagement in Australian schools and school systems.
Original languageEnglish
Title of host publicationThe Emerald Handbook of Evidence-Informed Practice in Education
Subtitle of host publicationLearning from International Contexts
EditorsChris Brown, Joel R. Malin
Place of PublicationBingley UK
PublisherEmerald Group Publishing Limited
Chapter9
Pages123-138
Number of pages16
Edition1st
ISBN (Electronic)9781800431416, 9781800431430
ISBN (Print)9781800431423
DOIs
Publication statusPublished - 2022

Keywords

  • Evidence use
  • Research use
  • Evidence-informed practice
  • Education
  • Australia
  • School improvement frameworks

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