Emerald handbook of evidence-informed practice in education : learning from international contexts

Brown, Chris. (Added Author). Malin, Jowl R. (Added Author).

Summary: Generating understanding into how to more routinely foster evidence-informed teaching practice globally, this ground-breaking handbook is vital reading for educational researchers, and especially those working close to practice, in all settings.

Record details

ISBN: 9781800431423
ISBN: 1800431422
ISBN: 1800431430
ISBN: 9781800431430
ISBN: 1800431414
ISBN: 9781800431416
Physical Description: 1 online resource
remote
Publisher: Bingley, UK : Emerlad Group Publishing, 2022.

Content descriptions

Bibliography, etc. Note:

Includes bibliographical references and index.

Formatted Contents Note:

Introduction: What can be learned from international contexts about how to foster evidence-informed practice?; Chris Brown and Joel R. Malin Part 1. Hierarchist Systems Chapter 1. Evidence-Based Practices in U.S. Schools: The California Context; Elizabeth Zumpe Chapter 2. Teachers' Use of Evidence to Inform Practice: Examining Cohesion, Regulation, and Accountability in California; Amanda Datnow, Hayley Weddle, and Marie Lockton Chapter 3. Navigating Between Cohesion and Bureaucracy: The Catalan Way of Evidence-Informed Educational Practice; Georgeta Ion, Cecilia Ines Suarez, and Anna DiazVicario Chapter 4. Evidence-Informed Teaching In England; Mike Coldwell Chapter 5. Evidence-Informed Practice in the Context of the Republic of Ireland; Gavin Murphy and Martin Brown Chapter 6. Multi-Stakeholder Networks and Evidence-Informed Practice in Education: A Case From Ontario; Stephen MacGregor and Amanda Cooper Chapter 7. The Hierarchist Way of School Development in Sweden; Ulf Blossing Chapter 8. Evidence-Informed Teaching Practice in the United Arab Emirates; Tasneem Amatullah and David R. Litz Part 2. Fatalist Systems Chapter 9. Evidence-Informed Practice in Australian Education; Joanne Gleeson, Mark Rickinson, Lucas Walsh, Mandy Salisbury, and Connie Cirkony Chapter 10. Collaboratively Navigating a Competitive System: A Systematic Literature Review of Teachers' Evidence Use in Chile; Mauricio Pino-Yancovic and Alvaro Gonzalez Chapter 11. Evidence-Informed Practice of Standardized Assessments: The Case of Chile; Lucas Silva, Johana Contreras, and Jorge ManziChapter 12. Evidence-Informed Practice in Denmark; Lars Qvortrup Chapter 13. The Engagement of Teachers and School Leaders with Data, Evidence and Research in Germany; Jana Gross Ophoff and Colin CramerChapter 14. Evidence-Informed Practice in Massachusetts (USA): A Systems-Level Analysis; Joel R. Malin and Kendra Winner Chapter 15. Teacher Accreditation in New South Wales, Australia: The Cave of Wonders for Evidence-Informed Practice; Alexandra Harper Chapter 16. Evidence-Informed Practice in South African Schools: An Examination of Enabling and Constraining Factors; Robyn Whittaker, Kathija Yassim, and Latoya Njokwe Part 3. Individualist Systems Chapter 17. Drivers and Obstacles for Evidence-Informed Practice in an Autonomous and Decentralized Educational System: Belgium; Kristin Vanlommel Chapter 18. Teaching and Learning in Hong Kong Higher Education; Ka Ho Mok and Weiyan Xiong Chapter 19. Evidence-Informed Practice in Italian Education; Monica E. Mincu and Sara Romiti Chapter 20. Switzerland the Individualist -- A Classification with Some Colorings; Enikoe Zala-Mezoe and Egli Johanna Part 4. Egalitarian Systems Chapter 21. Evidence-Informed Practice in Austrian Education; Livia Jesacher-Roessler and David Kemethofer Chapter 22. The Uptake of Evidence on Policy Development and School Improvement in Cyprus; Christina Chinas Chapter 23. Influence of Evidence-Informed Practice on Teacher's Professional Identity and Leadership in Japan; Wakio Oyanagi Chapter 24. Evidence-Informed Practice in New Zealand; Mei Kuin Lai and Claire Sinnema Chapter 25. Using Evidence-Informed Practice in Primary School Improvement in an Under-Achieving School System: A Case Study in Sierra Leone; Miriam Mason and David Galloway