The Research-Informed Teaching Revolution – North America: A Handbook for the 21st Century Teacher
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We know that educators and education systems at large face countless decisions every day. We also know that grounding educational decisions in research can improve the likelihood of desirable teaching and learning outcomes, as well as reduce the likelihood of unintended consequences. Research is just one among many types of evidence used in educational decision-making, however. So being ‘evidence informed’ is as much about engaging with research evidence as it is engaging with practice-based evidence (e.g., professional judgment) and data-based evidence (e.g., school performance data). How can educators become evidence-informed? In our view, the best approach is to learn from examples from experts of how research can be integrated with these other types of evidence, and so regularly inform our own everyday practice. With that in mind, this practical handbook offers 16 illuminating chapters that provide a wealth of advice and perspectives on the subject written by North American educators who are striving to realize the idea of research-informed practice. Key themes – reflective practitioners, networks and collaboration, trust – emerge to help teachers formalize, prioritize and mobilize the use of research-evidence in schools. Cover Title Page Copyright Page Contents Acknowledgments About the Editors Introduction Chapter 1. Not Another Reflection! Learning How to Reflect Deeply and Integrate Research Chapter 2. A Series of Decreasingly Frequent Failures: Integrating Research into Your Teaching Practice Chapter 3. Capital Development Chapter 4. Classroom Teachers as Scholars: Bringing Practitioner Research into Conversation with the Literature to Inform Professional Practice Chapter 5. Becoming an Educator: Embracing Research-Informed Practices Chapter 6. A Confession Chapter 7. Reconciling Pedagogy and Practice: Action Research for the Everyday Educator Chapter 8. Lessons from the Field: Mobilizing Research in Ontario Education Chapter 9. Becoming a Second Language Acquisition Research-Informed Teacher Chapter 10. The Learning (and Unlearning) of Oakland’s Early Literacy Cohort Chapter 11. Building and Leveraging: How to Use Networks to Support Evidence Use Chapter 12. Research-Informed Teaching at Scale: The Promise of Cross-District Collaboration Chapter 13. Moving Research into Practice: It’s a Collaborative Effort Chapter 14. Unleashing Greatness: Building a Research Culturein Your School Chapter 15. Courage to Change: Bringing Reading Science to the Classroom Chapter 16. When Learning Moves Online, What Can Be Improved?
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