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 complexity of contemporary higher education policy making and the multitude of evidences and actors in policy networks mean that relationships between higher education researchers, policy makers and research evidence are not straightforward. In this article, we use a theoretical lens of time, Adams' Timescapes, to explore this relationship and…

Evidence-based practice is foundational to school psychology; as a field, we have contributed a great deal of evidence for specific practices. However, school psychologists must continue to find ways to more effectively reduce the gap between research and practice, supporting educational outcomes for all students. Two interconnected strategies…

Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence-based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading…

Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence-based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading (SOR)…

Evidence-based practice is an essential component of special education and provides a framework for promoting the use of research to inform policy and practice. Despite the importance of evidence-based practice to special education, the research-to-practice gap remains a persistent challenge to the successful dissemination of effective,…

There have been few areas in England over the last 50 years where government has drawn more heavily on research to inform policy and practice than in the area of teaching reading. The focus of this article is an analysis of the research and evidence on early reading, in particular the role of phonics, on which government policy in England and the…

This article analyses the use of research evidence (RE) in three policy processes, at the local level, dealing with physical activity. We analysed an extensive number of policy documents and a total of 14 interviews with policymakers. Results show an unsystematic way of using RE, where demographic and statistical data as well as expert…

Across the OECD, enormous effort and investment has been made to reinforce the quality, production and use of education research in policy and practice. Despite this, using research in education remains a challenge for many countries and systems. The OECD launched the Strengthening the Impact of Education Research project to respond to this…

This introductory paper reviews the literature on the use of evidence-based knowledge (EBK) in the initial and continuing professional development of teachers and also in their everyday practice. It will set the scene for the theme of the SI and critically discuss general current issues about the generation of educational research evidence, how…

Purpose: This article examines the state of progress of evidence-based educational policies in Europe and identifies organizations for the generation and dissemination of evidence. Further, it discusses some of the most relevant challenges facing the development of evidence-informed education policies in Europe. Design/Approach/Methods: This…

In recent years, we have reached a homeostasis in education policy, characterized by clearer and fairer but lighter-touch accountability systems and the incremental growth of school choice options for families--but little appetite for big and bold new initiatives. To be sure, there are still fights--battles in state legislatures between reform…

In this chapter the authors provide an overview of the evidence-for-education landscape across countries. Although the importance of using evidence to inform policy and practice in education was identified over 20 years ago, many education systems are still struggling to make this a reality. The enormous expansion of publicly available data on…

On the long and arduous journey toward effective educational assessment, business schools have progressed in their ability to clearly state measurable learning goals and use direct measures of student learning. However, many schools are wrestling with the last stages of the journey--measuring present learning outcomes, implementing…

Barriers to using research in practice are well documented. This paper describes an innovative process developed by the Centre for Research on Families and Relationships to address these barriers. We supported people to define what they needed to know; how existing evidence could help; and how to use evidence in practice. An action-focused…