Leading research-informed practice in schools


Research output: Chapter in Book/Report/Conference proceedingChapters

5 Citations (Scopus)


The purpose of research-informed practice in schools is improved decision making regarding core practices such as teaching and learning, student welfare and counselling. Teachers have traditionally over-relied on customary practice, expedience and tacit knowledge. While the case for more informed practices might be self-evident, there are reasons why schools have been slow to adopt evidenced informed practices. Leadership is an integral part of efforts to create schools as champions of research-engagement, to scale-up and sustain such practices, and overcome the barriers that may block their adoption and implementation. The rationale for evidence-informed practices in schools is compelling. C. Dimmock discusses the persistent problems in education systems created by the so-called 'gaps' between policy, research and practice. In creating a research-into-practice environment, leaders need first to encourage teachers at the individual level to be reflective practitioners and to value the contribution that evidence- and research-based approaches can make to improvement in their teaching and student learning. Copyright © 2019 selection and editorial matter, David Godfrey and Chris Brown.
Original languageEnglish
Title of host publicationAn ecosystem for research-engaged schools: Reforming education through research
EditorsDavid GODFREY, Chris BROWN
Place of PublicationAbingdon, Oxon
ISBN (Electronic)9780203701027
ISBN (Print)9781138574465
Publication statusPublished - 2019


Dimmock, C. (2019). Leading research-informed practice in schools. In D. Godfrey & C. Brown (Eds.), An ecosystem for research-engaged schools: Reforming education through research (pp. 56-72). Abingdon, Oxon: Routledge.


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