ABSTRACT
The purpose of research-informed practice in schools is improved decision making regarding core practices such as teaching and learning, student welfare and counselling. Teachers have traditionally over-relied on customary practice, expedience and tacit knowledge. While the case for more informed practices might be self-evident, there are reasons why schools have been slow to adopt evidenced informed practices. Leadership is an integral part of efforts to create schools as champions of research-engagement, to scale-up and sustain such practices, and overcome the barriers that may block their adoption and implementation. The rationale for evidence-informed practices in schools is compelling. C. Dimmock discusses the persistent problems in education systems created by the so-called ‘gaps’ between policy, research and practice. In creating a research-into-practice environment, leaders need first to encourage teachers at the individual level to be reflective practitioners and to value the contribution that evidence- and research-based approaches can make to improvement in their teaching and student learning.
