ESRC/EEF Research Use collaboration

ESRC/EEF“学校研究使用”合作是ERSC和教育捐赠基金会之间的伙伴关系，于2016年至2019年期间开展，旨在提高我们对研究如何为教育政策和实践提供信息的理解。它涉及三个主要方面的活动：1。发展动员研究证据的国家倡议ESRC/EEF合作启动了许多在英格兰动员证据的重大项目。这包括一个全国性的研究学校网络，它反映了教学医院作为世界级研究、实践和培训中心的作用，以及一个多层面的“运动”模式，在该模式中，关于实际学校改进问题的指导得到了区域培训的支持。总的来说，这些举措正在支持数千所学校发展循证实践。独立评估表明，它们正在对教师的行为和学生的成绩产生一定程度的影响。2. 在这次合作中，我们进行了一系列关于研究用途的研究，这些研究在新颖性、规模和意义方面都得到了国际上的认可。这包括：对传播和交流研究证据的不同方法进行随机对照试验（RCT）评估；一项关于学校利用研究成果的全国性基线研究；制定一套标准化的、可量化的学校研究参与衡量标准；并评估了四种不同的模型来扩大EEF证据。在教育之外，我们系统地审查了英国What Works中心的功能和工作。为学校和政策制定者创造以研究为基础的资源通过合作，EEF为学校制定了明确和可操作的指导方针，现在是全国以证据为基础的学校改进的关键资源。该项目的首席PI Jonathan Sharples教授是“充分利用教学助理”指导报告的主要作者，该报告为全国90%的校长所熟知，以及“将证据用于工作-学校实施指南”，该指南为学校和系统领导者提供了如何制定和采取循证决策的指南。

The ESRC/EEF 'Research Use in Schools' collaboration was a partnership between the ERSC and the Education Endowment Foundation, between 2016 and 2019, to improve our understanding of how research informs education policy and practice.It involved three main strands of activity:1. Developing national initiatives to mobilise research evidenceThe ESRC/EEF collaboration initiated a number of major projects to mobilise evidence across England. This includes a national network of Research Schools, which mirror the role of Teaching Hospitals in being centres of world-class research, practice and training, as well as a multi-stranded 'campaign' model, where guidance on practical school improvement issues is backed up by regional training. Collectively, these initiatives are supporting 1000s of schools in developing evidence-informed practice. Independent evaluations suggest they are having an impact on teacher behaviours and pupil outcomes at scale. 2. Conducting research on 'research use' In this collaboration a range of research on research use was conducted, which has been recognised internationally as important in terms of novelty, scale and significance. This includes: a Randomised Controlled Trial (RCT) evaluation of different approaches to disseminating and communicating research evidence; a national baseline study of schools' use of research; developing a standardised, quantifiable measure of research engagement in schools; and evaluating four different models to scaling-up EEF evidence. Outside of education, we systematically reviewed the functions and work of the UK's What Works Centres.3. Creating research-based resources for schools and policy makersThe collaboration led to the development of clear and actionable guidance for schools by the EEF - now a key resource for evidence-based school improvement nationally. The PI in this project, Professor Jonathan Sharples, was lead author on the 'Making Best Use of Teaching Assistants' guidance report, known to 90% of Headteachers nationally, and 'Putting Evidence to Work - A School's Guide to Implementation', a guide for schools and system leaders on how to make, and act on, evidence-informed decisions.