Making the Most of the Evidence: Evidence-based policy in the classroom

Cartwright, N.; Cowen, N.; Virk, B.; Mascarenhas-Keyes, S.

Making the Most of the Evidence: Evidence-based policy in the classroom

Cartwright, N.; Cowen, N.; Virk, B.; Mascarenhas-Keyes, S.

Authors

Professor Nancy Cartwright nancy.cartwright@durham.ac.uk
Professor

N. Cowen

B. Virk

S. Mascarenhas-Keyes

Abstract

What allows research evidence to contribute to successful social policy and improve practice in public services? The establishment of the What Works Network, a group of evidence ‘clearing houses’, that summarise academic research evidence for practitioners in different policy areas, heralds a resurgence of evidence-based approaches in British policymaking. This report outlines the existing literature analysing the process of implementing evidence-informed policy, with a particular focus on the field of primary and secondary education. New data, based on interviews with teachers in primary and secondary schools, along with the analysis of existing literature, suggest that understanding the rationale for a particular policy approach and recognising relevant contextual factors are crucial for selecting and implementing successful policies. This suggests that local knowledge, as well as professional judgement and expertise, are critical contributors to policymaking alongside formal scientific research evidence.

Citation

Cartwright, N., Cowen, N., Virk, B., & Mascarenhas-Keyes, S. (2015). Making the Most of the Evidence: Evidence-based policy in the classroom

Publication Date	Jul 1, 2015
Deposit Date	Sep 15, 2015
Publicly Available Date	Sep 29, 2015
Series Title	CHESS Working Papers
Publisher URL	https://www.dur.ac.uk/chess/chessworkingpapers/