ABSTRACT
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.
