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New report highlights relationship between teachers’ engagement with research and pupil attainment

28 November 2017

A new report by researchers from the School of Education has been published by the Education Endowment Foundation today.

The report presents an evaluation of the Research Learning Communities project, which aimed to support teachers to develop research-informed practice. Findings highlight a relationship between teachers’ engagement with research and pupil attainment. 

The Research Learning Communities project, led by the Institute of Education, University College London, took place over 2 years across 119 primary schools from around the country. Two teachers from each school were designated as “evidence champions”. These teachers participated in workshops with other evidence champions from up to 4 other schools, to develop their understanding of research evidence and share ideas about how to develop practice in their own schools. Evidence champions then took these ideas back to their own schools to develop and assess their own school improvement strategies.

While the evaluation of the project showed no direct impact on pupil attainment, it did highlight a relationship between teachers’ engagement with research and pupil attainment. There was also tentative evidence that the project supported teachers’ engagement with research, thus highlighting the longer-term potential of the project for teachers’ practice and pupil outcomes.

Dr Jo Rose, who led the evaluation, said “As a School of Education, we are constantly seeking to support teachers in research-informed practice. This project draws attention to the potential long-term benefits of teachers engaging with and in research”.

The full report can be accessed here.

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