Drawing on descriptions of research-into-practice initiatives, this article presents a new framework to aid understanding of how research findings influence educational practice at scale. The framework focuses upon five areas: trustworthiness of the findings and generalisability; implications and instructions for practice; support for implementation; fidelity of the implementation; and accountability. Green's informal learning model for music education is focused upon as one example of how research findings influence classroom practice, explored through the lens of the framework. The empirical research was conducted in two phases: (1) semi-structured interviews were conducted with key figures relating to the initiative; (2) four case studies were undertaken, involving secondary school music teachers and their pupils. The research examined the extent to which research-informed teaching was evident in the schools, and what factors might influence this. Methods used within the case studies included observation, interviews and document sources. Data was analysed thematically. It was found that Green's model was evident in the case study schools to some extent, but there was a gap identified between Green's underpinning research and its implementation. Furthermore, data showed that the five aspects proposed in the framework influenced the success and longevity of the approach. It is therefore proposed that the findings of this study might inform future research-into-practice initiatives in education—by informing researchers of key considerations to be made when aiming to develop research-informed teaching.

Drawing on descriptions of research-into-practice initiatives, this article presents a new framework to aid understanding of how research findings influence educational practice at scale. The framework focuses upon five areas: trustworthiness of the findings and generalisability; implications and instructions for practice; support for implementation; fidelity of the implementation; and accountability. Green's informal learning model for music education is focused upon as one example of how research findings influence classroom practice, explored through the lens of the framework. The empirical research was conducted in two phases: (1) semi-structured interviews were conducted with key figures relating to the initiative; (2) four case studies were undertaken, involving secondary school music teachers and their pupils. The research examined the extent to which research-informed teaching was evident in the schools, and what factors might influence this. Methods used within the case studies included observation, interviews and document sources. Data was analysed thematically. It was found that Green's model was evident in the case study schools to some extent, but there was a gap identified between Green's underpinning research and its implementation. Furthermore, data showed that the five aspects proposed in the framework influenced the success and longevity of the approach. It is therefore proposed that the findings of this study might inform future research-into-practice initiatives in education-by informing researchers of key considerations to be made when aiming to develop research-informed teaching.

In this chapter, we explore whether RETAIN, a continuing professional development programme (CPD) designed to retain early career teachers (ECTs), offers a potential solution for early career teacher retention. We provide a rationale for the development of RETAIN, identifying shortages in teacher supply and the need to address this. The Education Endowment Foundation, a grant-funder focused on closing the attainment gap for disadvantaged pupil through research-informed interventions, funded the development of RETAIN, a pilot programme situated in coastal-rural primary schools with high levels of persistent disadvantage in Cornwall, England. The chapter continues with a discussion of the research findings used to inform the key components of the RETAIN model and the methodological approach used to evaluate the findings from the pilot programme. The conclusion is that the RETAIN model does demonstrate, through indicators of impact and longer-term outcomes, promise as a solution for early career teacher retention. The key components of classroom, collaboration, coaching and child – the 4 ‘Cs’ of RETAIN – create a model for CPD that improves teacher self-efficacy through enhancing skills, knowledge and understanding of pedagogy and practice, and that keeps teachers in teaching. We therefore answer the question of the importance of how CPD is delivered: a model of effective CPD.

This chapter outlines the problems that result from student teachers' prior experience of teaching. It reviews some approaches to these problems. The chapter considers different conceptions of research-informed Initial Teacher Education (ITE). It explains the benefits of research-informed reflection. The chapter examines some examples of research-informed reflection. It explores competing explanations and uses case study research to argue that one is preferable to the other. The chapter presents cases of student teachers whose engagement with and in research has informed their reflection in this way. As part of a larger drive to refashion state education as a 'self-improving school system' schools in England are being required to take a leading role in ITE. School teaching is an odd profession for the newcomer. Such is the nature of the educational ecosystem that, by the time student teachers start their courses of Initial Teacher Education, they have spent approximately 15,000 hours in classrooms, experiencing teaching vicariously at close quarters, as students.

A range of studies has identified barriers to evidence-informed practice in schools, many of which recommend school-university links as a means for removing these barriers. In England, public policy also promotes school-university partnerships, which expects these to have benefits for both schools and universities. Secondary analysis of data from five qualitative research projects reveals that school-university links are formed around activities, including postgraduate degrees, research projects and evaluations, Teacher Research projects, research dissemination conferences and seminars, Initial Teacher Education, research-informed Continuous Professional Development (CPD), and bidding for funding. Although, superficially, these activities might seem to enable more and better, evidence-informed practice in schools, school-university links are founded on activities that are declining, those that are short-term, and those that heavily rely on the enthusiasm of a few people. This paper concludes by offering suggestions for improving school-university links, so as to enable research to better inform practice.

Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how research can contribute to practitioners’ thinking: specifically, our framework proposes that research can inform bounded decision‐making, teachers’ reflection and organisational learning. Practitioners can also use research without being aware that they are doing so. We argue that this conceptualisation of research use has potential to inform researchers and practitioners.

Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how research can contribute to practitioners’ thinking: specifically, our framework proposes that research can inform bounded decision-making, teachers’ reflection and organisational learning. Practitioners can also use research without being aware that they are doing so. We argue that this conceptualisation of research use has potential to inform researchers and practitioners.

Using research can carry risks because it can challenge existing practice. As one person said: Teachers are not happy taking risks in any lesson where they are going to be observed, or where that is going to be written up in any format, or where there is going to be an outside person coming in to see them. If research engagement does lead to more challenge, experimentation, openness and autonomy, this needs to be balanced with the responsibility for staff to be mutually respectful, accepting of mistakes and accountable to colleagues. It is easy for teachers to misunderstand or misapply research, despite their best intentions. One prominent example of this occurred when teachers in the USA misunderstood research into 'cooperative learning', which occurs when students work in small groups to help one another to develop their knowledge or skills. The chapter also presents some closing thoughts on the key concepts discussed in the preceding chapters of this book.

This chapter considers what it means to integrate research 'as part of an ethos of continual improvement and reflection'. Research informs decision making; research develops teaching mindsets. But for some teachers, particularly Senior Leaders, the contribution of research to their school is broader than that: research helps to develop the school as an intelligent community, or what others have called a 'Professional Learning Community.' Common to all the theories outlined is the idea that the development of an intelligent community is social; people learn not only individually, but also as a consequence of working together and talking together. There are various opportunities for teachers to work cooperatively and collaboratively, and, as a consequence, for their schools to develop as intelligent communities. Most of the Senior Managers in our research referred, at one point or another, to large-scale initiatives within their schools. Coincidentally, two of these initiatives involved teaching boys and girls separately within some subjects in Secondary schools.

Improving outcomes for children was seen in terms of examination and test results but also in terms of children's wellbeing and sociability; teachers aimed for their children to be both successful and happy. Increased professionalism was also about respect; teachers hoped that increased engagement in research would enhance the status of the teaching profession. The 'evidence informs decisions' view is simple and appealing but, as our interviewees have articulated, real life decisions are not so simple. Many commentators have pointed out that information cannot, on its own; the relationship between evidence and action is much more complex than it might appear. After the 'pilot' had ended, the school therefore re-designed the Progress in Partnership (PiP) programme. At the mid-point evaluation, the school had further evidence about the PiP programme: namely, that although the parents were universally supportive of programme and personally enjoyed the sessions, many were not doing the activities at home with their children.

Teacher recruitment and retention is an international challenge. In England the government have reported that more teachers leave before retirement age than five years ago, 30% within five years and schools are finding it difficult to fill posts with quality teachers . This paper evaluates the contribution of the research-informed RETAIN Early Career Teacher (ECT) Continuing Professional Development (CPD) Programme for developing and retaining quality teachers. RETAIN was a yearlong CPD pilot for Early Career Teachers (ECTs) in primary schools in Cornwall, UK (a region with high levels of socio-economic disadvantage). The programme design was informed by research and based on factors shown to support the retention of ECTs. It was contextualised using the precept that teachers should be active researchers, influencing curriculum development as 'reflective practitioners', focussed with a Professional Learning Community lens and theorised within a social constructivist frame. In addition, RETAIN utilised robust evidence-informed practice approaches to support teacher development in schools with persistently disadvantaged pupils. The programme was independently evaluated using multiple-methods over the course of the programme to generate data. The theory-based evaluation suggests that the contribution of this intervention to the field is the specific combination of development; taught workshops, coaching and collaborative professional learning, which improved the self-efficacy, confidence and quality of teaching of ECTs in differing but complementary ways. All ECTs who completed the programme have been retained in teaching and all have achieved a leadership role in their school. We argue that these outcomes are of international significance and the promise of the programme can be utilised for developing and retaining high quality teachers in other countries.

'Research' is a very broad term. Teachers use Wikipedia and similar sites to 'research' the content of lessons and to find imaginative ways of presenting content. Journalists 'research' news stories, often by interviewing people, close to the event. High quality research is defined in terms of its significance, originality and rigour. It is significant because it addresses important, non-trivial issues, original because it generates new knowledge, and rigorous because it is done systematically, carefully and according to well-established, scientific procedures. Academic research is expected to investigate matters of importance and is evaluated by standards that include its significance, originality, and rigour. It is published in journals or books after a peer-review process that is designed to ensure that published research is of high quality. Research starts with two parallel processes: reviewing previous research about the chosen topic for research, and formulating the 'research question'.

Becoming a research-informed school explains how research and evidence are used to: Improve decisions and decision-making processes Develop schools as intellectual communities Address priorities for improvement Implement research-informed teaching Respond to policy imperative for informed practice Set the agenda for future research Based on 9 collaborative research projects with 152 teachers and school leaders in 85 schools or colleges, this book provides detailed analysis of how research influences practice. It considers key topics including Teacher Research, Lesson Study, schools’ use of data, navigating social media and blogs, and how to overcome common obstacles to research use in schools.