ABSTRACT
Reflecting on the developments stimulated us to formulate a series of propositions that can be used to promote change within education systems. This chapter summarises these propositions before going on to contrast them with the perspective regarding the use of research in education that is increasingly influencing thinking, practice and investment, in our own country and internationally. A very different approach to the use of research knowledge in education is becoming dominant in an increasing number of countries, however, not least within the United Kingdom. Sometimes referred to as ‘what works,’ the approach is based on very different assumptions regarding how to use research knowledge to inform improvement efforts. In an earlier era, this approach involved systematic reviews of research findings that were expected to facilitate evidence-based policy-making and practice.
