Combining the best of two worlds: a conceptual proposal for evidence-informed school improvement

Abstract

Background: Data-based decision making (DBDM) and research-informed teaching practice (RITP) are key to teacher and school improvement.Currently, however, DBDM and RITP represent two distinct approaches to developing evidence-informed practice (EIP) and do not correspond to the all-encompassing notion of EIP envisaged by many academics and commentators.Purpose: DBDM and RITP are usually employed independently of each other. Each is associated with its own theoretical perspectives and research base, and each has its own pitfalls and strengths. Yet the approaches employed appear to be complementary, suggesting that there might be value in combining DBDM and RITP into one overarching process for achieving EIP. This paper presents the conceptual analysis and arguments for this proposal. Sources of evidence:Drawing from literature and previous research in the fields of DBDM, RITP and EIP, we describe both DBDM and RITP, before comparing and contrasting the integral aspects of each.Main argument: Our analysis leads us to suggest that not only is there overlap between these two approaches, but the strengths of each appear to mirror and compensate for the weaknesses of the other. As such, we argue that it is important that decisions in education are based on a combination of personal judgement, research evidence and local school data. This is Combining the Best of Two Worlds restricted Page 3 of 39 because such a combination is likely to lead to equitable, effective and efficient decisions that are informed by values and preferences, grounded in context and steeped in practices that have been shown to be effective elsewhere. Conclusions:We suggest that an effective strategy for EIP might be to achieve 'the best of two worlds' by integrating DBDM and RITP. In line with evidence-informed practices in medicine and management, this means EIP in education can finally be engaged in as a holistic approach to educational decision-making that critically appraises different forms of evidence before key improvement decisions are made. Our proposed approach, Evidence informed School and Teacher Improvement, is thus designed with the aim of enhancing the quality of educational provision by employing these evidence types as part of a systematic cycle of inquiry, focused on continuously improving the quality of learning in schools.Keywords: data-based decision making, research-informed teaching practice, evidenceinformed practice, evidence-informed school and teacher improvement, professional learning community, knowledge mobilisation.Barends, Eric, Denise M. Rousseau, and Rob B. Briner. 2014. "Evidence-based Management.The Basic Principles."

Data-based decision-making for school improvement: Research insights and gaps

“…Based on previous studies (see, e.g. Brown, Schildkamp, and Hubers 2017;Kippers, Schildkamp, and Poortman 2016;Schildkamp, Lai, and Earl 2013;Van der Kleij et al 2015), an intentionally broad and inclusive definition of data is proposed, including the following aspects:…”

“…For example, this may include difficulties with analysis and/or translating the data into an action plan (e.g. Brown, Schildkamp, and Hubers 2017;Schildkamp and Kuiper 2010;Schildkamp and Poortman 2015;Schildkamp, Poortman, and Handelzalts 2016).…”

Knowledge Mobilization for Impact: A Multi-Case Study of Education Organizations

“…Capacity-building efforts tend to centre on supporting school administrators in understanding and using data for decision-making at the local school level. Attempts to implement evidence-based reforms are often highly vulnerable to traditional hierarchical, highly political practices (Datnow, 2000) and top-down approaches (Brown, Schildkamp, & Hubers, 2017).…”

Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning

“…In line with this, Wilson (2017) has argued that classroom assessment is at least as important as large-scale assessments for education. Brown et al (2017) also suggest a merger between data-based-decision-making and research-informed-teaching-practice.…”