The BERA-Sage Handbook of Research-Informed Education Practice and Policy

Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominic’s research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Dominic has extensive experience of funded research projects which he has disseminated in numerous peer-reviewed research journal articles and books. These include major international research volumes for which he is the lead editor (e.g. The SAGE Handbook of Curriculum, Pedagogy and Assessment), and bestselling books for students, teachers and educators  (e.g. Teaching English, Language and Literacy - 3rd Edition). His most recent book is A Guide to Early Years and Primary Teaching  (published by SAGE). He has been an editor, and on the editorial board, of internationally recognised research journals. He is currently an editor of the Curriculum Journal, one of the journals of the British Educational Research Association (BERA).I am Professor of Pedagogy, Policy and Innovation in the School of Education and my teaching and research focuses on the role of inquiry in teachers’ professional learning.  I am interested in the role of universities, and teacher educators in particular, in the creation and translation of knowledge about teaching and learning.  This interest is linked to the wider issue of the relationship between theory and practice in  professional development.

This impressive collection of chapters by leading international scholars will be greatly appreciated by colleagues around the world, whatever stage of their careers they have reached.  The two volumes are likely to make a significant contribution to the improvement of education policies through the informed application of research.  The editors and BERA have created a major resource that will be of benefit to students, teachers and researchers for many years to come.

• Volume One: Understanding Research-Informed EducationIntroduction - Dominic Wyse, Vivienne Baumfield, Nicole Mockler, and R. Martin ReardonPart One: Defining and Theorising Research-Informed EducationChapter 1:Evidence ecosystems: A framework for understanding evidence use - Janice Tripney and David GoughChapter 2: What is the way forward for research-informed education? - Stephen Gorard and Wenqing ChenChapter 3: Epistemic Paternalism in Educational Research - Gerry Dunne and Clíodhna MartinChapter 4: Doing research or being researched? Debates on ‘Close-to-Practice’ research from the perspective of the Further, Adult and Vocational Education (FAVE) sector - Joyce I-Hui Chen, Jay Derrick, Sam Duncan, Geoff Hayward, Sam Jones, and Lorraine SmithChapter 5: Using research to promote equity within education systems: roles, challenges and possibilities - Mel Ainscow, Claire Forbes, and Romina Madrid MirandaChapter 6: The Role of Knowledge Brokering in Fostering Connections Between Educational Research, Policy, and Practice - Joel R Malin, Lucy Rycroft-Smith, and Vicky WardChapter 7: Knowledge Brokerage and Evidence-Informed Education Policy and Practice: A Social Network Perspective - Stephen MacGregor, Joelle Rodway, Chris Brown, and Alan DalyChapter 8: Postmonolingual research-informed education policy practices: Multilingual knowledge dialogues for democratic values - Michael Singh, Li Xiaoli, Michiko Weinmann, Rod Neilsen, and Janice McGregorChapter 9: Degree awarding gaps by demographics in UK Universities - Pallavi Banerjee, Amanda Rigg, and Marina AltoePart Two: Methodological Debates in the FieldChapter 10: Evidence, politics and the uncertainties of education and international development: Reflections on systematic reviews - Elaine Unterhalter and Colleen HowellChapter 11: Systematic Research in Educational Sciences. A Methodological Overview - Colin Cramer, Felix Schreiber, and Sebastian RöhlChapter 12: Meta-Analysis in Education: history, purposes and challenges - Sally Riordan and Steve HigginsChapter 13: International Comparison Testing, Measurement Issues, and Policy Considerations in a Post-COVID World - Sylke V. Schnepf, Don A. Klinger, and Louis VolanteChapter 14: In grades we trust? Challenging beliefs about assessment in education - Alison Brady and Mary RichardsonChapter 15: Reading and Writing Research and Educational Policy in the United States - Steve Graham and Zoi A. PhilippakosChapter 16: The use of research in education: A methodological discussion of quality use - Blake Cutler, Mark Rickinson, Lucas Walsh, Joanne Gleeson, and Genevieve HallChapter 17: Problematising the use of interview data in research for educational policy and practice: beyond incorrigibility and ideology - Stephen Parker and Elizabeth KnightPart Three: International Comparison and Educational PolicyChapter 18: International Comparisons in Education: A Spatiotemporal Analysis of Methodo-logical-Political Trajectories, Contributions and Debates - Alison Milner and Christian YdesenChapter 19: The desire for markets: Privatisation, commercialisation, philanthropy and the publicness of schooling - Greg Thompson and Anna HoganChapter 20: Governing teachers through data, and data as policy: The case of the Texas Teacher Evaluation and Support System (T-TESS) - Bob Lingard, Steven Lewis, and Jessica HollowayChapter 21: Methodological challenges in researching teacher supply: Implications for research, policies and practice - Mark Ledger, Beng Huat See, Stephen Gorard, and Rebecca MorrisChapter 22: International comparisons and reading education policies - Maria Nicholas, Elizabeth Rouse, and Shaun RawolleChapter 23: National Curriculum in a globalised context: the case of the Republic of Ireland - Audrey Doyle and Anne LooneyChapter 24: Inclusive Practice and Education: Comparing the Curriculum Policies of Wales and England - Richard Race and Susan DavisVolume Two: Implementing Research-Informed EducationPart Four: Effective policy and practice in national contextsChapter 25: Effective Policy Enactment in Australia: Enabling and Constraining Conditions for Policy Actors in an Era of Impact in Education - Mary Ryan, Terri Bourke, and Reece MillsChapter 26: Highly Impactful Education Policies and Practices in China in the Past Two Decades - Guili Zhang, Kevin Wall, and Sarah WallChapter 27: Teacher education reform in Bangladesh: How far is inclusive education? - Saiful Malak and Jahirul MullickChapter 28: Effective Research-Informed Policy and Practice in National Contexts: Prioritising Creativity in the Heart of Taiwan’s Education - Hsu-Chan Kuo, Chu-Yang Chang, Jing-Jyi Wu, and Ying-Yao ChengChapter 29: Generating and Implementing Research-Informed Policies in the Global South: Lessons from Teaching License Policy in Pakistan - Sajid Ali, Afaq Ahmed, and Sohail AhmadChapter 30: Effective Educational Policy and Practice In Germany: Good Intentions, Significant Constraints - Ingrid Gogolin and Nora DünkelChapter 31: Research-Informed Education Policy And Practice In The Welsh Education System - David Egan and Anne HodgsonChapter 32: Equity Policies In Higher Education In Mexico: Achievements And Challenges Of Technological And Intercultural Universities - Sylvia Schmelkes, Marisol Silva-Laya, Osiris Martínez-Valle, and Guadalupe Águila MorenoChapter 33: The Quest for Equitable Education Systems for the 21st Century: Knowledge Mobilisation for Research-Informed Education Policy and Practice in Canada - Sofia Malik and Carol CampbellChapter 34: Supporting effective policy and practice: Lessons from the United States - Elizabeth N. Farley-Ripple and Samantha ShewchukPart Five: Curriculum, pedagogy and assessmentChapter 35: Understanding Curriculum Making by teachers: implications for policy as text and as practice - Mark Priestley, Daniel Alvunger, Sinem Hizli Alkan, Stavroula Philippou, and Tiina SoiniChapter 36: Understanding curriculum work in the context of international crises: An autobiographical praxis of becoming - Allan Michel Jales Coutinho and William F. PinarChapter 37: Exploring curriculum coherence and professional knowledge - Richard Pountney, Elizabeth Rata, and Diane SwiftChapter 38: The journey from research into practice (without public policy): the case of school music education - Tim Cain and Anna MariguddiChapter 39: Rethinking pedagogy: The central plank in school improvement? - Jennifer M Gore and Sally PatfieldChapter 40: Supporting Aboriginal and Torres Strait Islander student success in school: Beyond the Policy - Emily S. Rudling, Tim Delphine, Julianne Moss, Clair Andersen, Glenn Auld, Tim Corcoran, Joanne O’Mara, Kitty te Riele, and David HicksChapter 41: Digital language learning: the cognitive, affective and social rewards for older adults. - Jodi Wainwright, Jitka Vseteckova, and Klaus-Dieter RossadeChapter 42: Formative assessment - Catarina F. Correia and Dylan WiliamChapter 43: Research-Informed Practices of Creativity Assessments in K-12 STEM and Computer Science Education - Grace Morris, Elena Novak, and Chia-Ling KuoPart Six: Practitioners and learners as researchersChapter 44: Knowledge mobilisation through practitioner-led inquiry: A dialogic perspective - Sara Hennessy, Ruth Kershner, Farah Ahmed, Elisa Calcagni, Ana Trigo-Clapés, Meaghan Brugha, and Christine Edwards-GrovesChapter 45: Transforming practice wisdom through practitioner research in early childhood - Christine Parker, Sandra Clare, Katherine Clark, Jennifer De Orta, Joanne Benford, and Felicity DewsberyChapter 46: Evidence-Informed Educational Change: Conceptual Proposal for a Capacity-Building Model - Kristin VanlommelChapter 47: Promoting inclusive pedagogies in schools through student voice and dialogues - Kyriaki Messiou and Nikolett SzeleiChapter 48: Education policy and knowledge. What if they could meet? - Henryk Mizerek and Lidia BielinisChapter 49: Acting Locally, Thinking Globally: An international Research-Practice Partnership for youth action - Christopher Chapman, Romina Madrid Miranda, Carlos Duque Artigas, and Milena Paez-SilvaChapter 50: Doubling Educational Effectiveness: Conducting Multidimensional Research to (Re-)Inform Curriculum Enhancement - Julia Chen, Linda Lin, Caroline Nixon, and Dennis FoungChapter 51: Self-Study as a Movement and Methodology for Inside-Out Educational Change: Foundations, Characteristics, and Exemplars - Kathleen Pithouse-Morgan, Makie Kortjass, and Ntokozo Mkhize-MthembuChapter 52: Walking the talk: assessing the collaborative potential of Qualitative Comparative Analysis (QCA) for co-created classroom-based research - Janet Orchard, Victoria Bowen, and Amanda Williams