The Research-Informed Teaching Revolution – North America: A Handbook for the 21st Century Teacher

181 Pages·2022·4.471 MB·English

by  Chris Brown (editor), Jane Flood (editor), Stephen MacGregor (editor)

A JOHN CATT PUBLICATION
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We know that educators and education systems M THE RESEARCH-INFORMED

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at large face countless decisions every day. We D
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also know that grounding educational decisions in E
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research can improve the likelihood of desirable C TEACHING REVOLUTION

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teaching and learning outcomes, as well as reduce I
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the likelihood of unintended consequences. G
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Research is just one among many types of evidence EV NORTH AMERICA

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used in educational decision-making, however.
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So being ‘evidence informed’ is as much about T
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engaging with research evidence as it is engaging O
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with practice-based evidence (e.g. professional N A HANDBOOK FOR THE 21ST-CENTURY TEACHER
judgment) and data-based evidence (e.g. school O
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performance data). T
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How can educators become evidence-informed? M
In the editors’ view, the best approach is to learn E
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from examples from experts of how research can be IC
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integrated with these other types of evidence, and so
regularly inform our own everyday practice.
With that in mind, this practical handbook offers 16 B
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illuminating chapters that provide a wealth of advice O
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and perspectives on the subject written by North N
American educators who are striving to realize the , F
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idea of research-informed practice. O
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THE RESEARCH-INFORMED

TEACHING REVOLUTION

NORTH AMERICA

A HANDBOOK FOR THE 21ST-CENTURY TEACHER

EDITED BY CHRIS BROWN, JANE FLOOD

AND STEPHEN MACGREGOR
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First published 2021
by John Catt Educational Ltd,

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Melton, Woodbridge IP12 1QT UK

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United States

Email: [email protected]

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© 2021 John Catt Educational
No part of this publication may be reproduced, stored in a
retrieval system, transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or
otherwise, without the prior permission of the publishers.
Opinions expressed in this publication are those of the
contributors and are not necessarily those of the publishers
or the editors. We cannot accept responsibility for any
errors or omissions.
ISBN: 978 1 91362 286 2
Set and designed by John Catt Educational Limited
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This book is dedicating to educators everywhere who kept our kids
educated during the pandemic. We can’t thank you enough.
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CONTENTS

Acknowledgments 7
About the Editors 9
Introduction 11
Chapter 1 Not Another Reflection! Learning How to Reflect
Deeply and Integrate Research HEATHER BRAUND 21
Chapter 2 A Series of Decreasingly Frequent Failures: Integrating
Research into Your Teaching Practice
ELEFTHERIOS SOLEAS 27
Chapter 3 Capital Development MATT NORRIS 35
Chapter 4 Classroom Teachers as Scholars: Bringing Practitioner
Research into Conversation with the Literature to
Inform Professional Practice DEREK TANGREDI,
MARY OTT, KELLY HOLBOROUGH, AND KATHY HIBBERT 45
Chapter 5 Becoming an Educator: Embracing Research-Informed
Practices KYAIR BUTTS 53
Chapter 6 A Confession JOSHUA PIGEON 61
Chapter 7 Reconciling Pedagogy and Practice: Action Research
for the Everyday Educator VICTORIA PARENT 79
Chapter 8 Lessons from the Field: Mobilizing Research in
Ontario Education SOFIA MALIK 89
Chapter 9 Becoming a Second Language Acquisition Research-
Informed Teacher BILL LANGLEY 103
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Chapter 10 The Learning (and Unlearning) of Oakland’s Early
Literacy Cohort MARGARET GOLDBERG AND
LANI MEDNICK 111
Chapter 11 Building and Leveraging: How to Use Networks to
Support Evidence Use ELIZABETH FARLEY-RIPPLE 127
Chapter 12 Research-Informed Teaching at Scale: The Promise
of Cross-District Collaboration JOEL KNUDSON 137
Chapter 13 Moving Research into Practice: It’s a Collaborative
Effort MICHAEL FAIRBROTHER AND JACQUELINE SPECHT 145
Chapter 14 Unleashing Greatness: Building a Research Culture
in Your School JEREMEY HANNAY 153
Chapter 15 Courage to Change: Bringing Reading Science to the
Classroom LINDSAY KEMENY 161
Chapter 16 When Learning Moves Online, What Can Be Improved?
ANDREW LYMAN-BUTLER 171
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ACKNOWLEDGEMENTS

This book would not have been possible without the help and support
of Mark Combes at John Catt North America, who saw the value in this
work and kept us on track. We would also like to thank the contributors
for their fantastic efforts in helping us bring together this engaging and,
vitally, practically useful text. We consider ourselves extremely fortunate
to have been able to work with you all.
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ABOUT THE EDITORS

Chris Brown: Chris Brown is Professor in Education at Durham
University’s School of Education. With a longstanding interest in how
evidence can aid education policy and practice, this is Chris’s ninth book
in this area (and his 16th overall). Chris has also presented and keynoted
on the subject at a number of international conferences stretching the
globe, from Africa to South America, and has extensive experience
leading a range of funded projects, many of which seek to help teachers
identify and scale up best practice. In 2018 Chris was awarded a Siftung
Mercator Foundation Senior Fellowship. Each year Siftung Mercator
identifies and invites just six people worldwide to apply each year for
one of its fellowships. Potential Fellows are identified by a panel as
“exceptionally talented and outstanding researchers and practitioners”
from areas seen as relevant to the themes and fields of activity of Stiftung
Mercator. The purpose of the Mercator Fellowship program is to offer
selected fellows the space and freedom to also devote themselves to
exploratory and unconventional research and practical projects (typically
for six months). Previous fellows include advisors to former US President
Barack Obama and current French President Emmanuel Macron. 
Jane Flood: Jane has been an elementary school teacher for more than
20 years, working in a variety of schools in various roles. In 2018, she
became a Founding Fellow of England’s Chartered College of Teaching.
Throughout her career, Jane has engaged in school-based research
designed to raise pupil outcomes and involving the dissemination of this
learning to colleagues. Jane is studying part time for a PhD at Durham
University, focusing on ways to manage the competing priorities of
teacher researchers and informal leaders in research learning networks.
She has presented this work at national and international conferences.
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