Analyzing education through the lens of implementation science illustrates its potential for addressing fundamental challenges in education (Century & Cassata, 2016). Learning emerges from rapidly-changing experiences and high-intensity social interactions, which requires instruction to continually adapt. These adaptations vary in content and…

We begin by arguing that the continuing dominance of 'evidence-based' thinking in educational policymaking does serious harm to the notion of evidence itself; also that it brings a loss of coherence to education as a practice that might wish to be regarded as a coherent and research-informed one. The second section of the article suggests that the…

The education industry is a far-reaching, innovative and rapidly evolving field of business. To ensure success and integrity in the education industry, organisations and companies strive to deliver high-quality products and services in an efficient and ethical manner. Education research plays an important part in the education industry by…

Research at the intersection of social science and genomics, 'sociogenomics', is transforming our understanding of the interplay between genomics, individual outcomes and society. It has interesting and maybe unexpected implications for education research and policy. Here we review the growing sociogenomics literature and discuss its implications…

This book delves into the intriguing question of why certain types of literacy research gain more traction than others in educational settings. It draws upon findings from Research Mobilities in Primary Literacy Education, an innovative and interdisciplinary study conducted in England and supported by the Economic and Social Research Council…

This article interrogates the kind of research that is useful for teachers. The teacher is a reflective practitioner who draws on research findings, but also uses personal reflection, to work with students, with a focus on evidence-based practice. The strengths, but also the controversies of this research paradigm are discussed. The role of…

Clearinghouses set standards of scientific quality to vet existing research to determine how "evidence-based" an intervention is. This paper examines 12 educational clearinghouses to describe their effectiveness criteria, to estimate how consistently[underlined] they rate the same program, and to probe why their judgments differ. All the…

The evidence-based decision-making movement often assumes that once evidence is available (e.g., via the What Works Clearinghouse), decision-makers will integrate it into their practice. Research-practice partnership studies have shown this is not always true. In this paper, we argue that instead of assuming research will be useful and used, we…

This paper discusses, compares, and contrasts 4 different models for bringing evidence from randomised controlled trials (RCTs) into practice and into practical reasoning. I look at what questions the models can and cannot answer, what role they accord to RCT evidence, and what their possible attraction for practitioners might be. The models are…

Identifying evidence-informed programming (e.g., strategies, activities, pedagogies) facilitates both the intentional offering of programming that should "work" and the use of the outcomes assessment process to evaluate program effectiveness. Evidence-informed programming is more efficient than unsupported programming because the…

Sociologists recognise research or other constructions of society are not neutral. Ideologically generated 'fact', or 'findings', can reproduce elite vested interest. There is a lacuna in our knowledge about educational research policy, including inherent ideological leanings, giving cause for concern about 'findings' that are congruent with…

In this article, I conduct a critical scrutiny of how best to frame "Teacher Professional Learning" (TPL) in a time of uncertainty, to what extent, contemporary mainstream literature provides a complete description of this construct and, if not, what might be missing, hidden, unintended or otherwise overlooked. I draw from critical…

Science education researchers agree about the importance of evidence in science practices such as argumentation. Yet, disagreements and ambiguities about what counts as "evidence" in science classrooms pervade the literature. We argue that these ambiguities and disagreements can be viewed as falling along three fault lines: (i) the…

The authors of this position paper argue that there is currently very little evidence-based practice in relation to learners with severe learning disabilities (SLD) and profound and multiple learning disabilities (PMLD), and that which there is, has often been badly used and/or abused. More specifically, we argue that relevant educational research…

The evidence-based decision-making movement often assumes that once evidence is available (e.g., via the What Works Clearinghouse), decision-makers will integrate it into their practice. Research-practice partnership studies have shown this is not always true. In this paper, we argue that instead of assuming research will be useful and used, we…