Useful sources of information for teachers, school research leads and senior leaders

No doubt as the summer holidays draw to a close and the new term approaches, there will be teachers, school research leads and senior leaders who will be preparing to deliver a start of term INSET/CPD session, which might have as a focus, evidence-informed practice. So to help those colleagues with their preparation for such as session, I thought it might be useful to share a range of resources - books, blogs, resources available online and institutional webites which colleagues might find useful in their preparations. It’s not an exhaustive list of resources, on the other hand, it might point you in the direction of something which helps you deliver a session which has real value for colleagues. So here goes:


Ashman, G. (2018) The Truth about Teaching: An evidence-informed guide for new teachers. London: SAGE.

Barends, E. and Rousseau, D. M. (2018) Evidence-based management: How to use evidence to make better organizational decisions. London: Kogan-Page.

Brown, C. (2015) ‘Leading the use of research & evidence in schools’. London: IOE Press.

Cain, T. (2019) Becoming a Research-Informed School: Why? What? How? London: Routledege.

Didau, D. (2015) What if everything you knew about education was wrong? Crown House Publishing.

Hattie, J. and Zierer, K. (2019) Visible Learning Insights. London: Routledge.

Higgins, S. (2018) Improving Learning: Meta-analysis of Intervention Research in Education . Cambridge : Cambridge University Press.

Kvernbekk, Tone. 2015. Evidence-Based Practice in Education: Functions of Evidence and Causal Presuppositions. London: Routledge.

Netolicky, D. 2019. Transformational Professional Learning: Making a Difference in Schools. London: Routledege.

Petty, G. (2009) Evidence-based teaching: A practical approach. Nelson Thornes.

Weston, D. and Clay, B. (2018) Unleashing Great Teaching: The Secrets to the Most Effective Teacher Development. Routledge.

Wiliam, D. (2016) Leadership for teacher learning. West Palm Beach: Learning Sciences International.

Willingham, D. (2012) When can you trust the experts: How to tell good science from bad in education. San Francisco: John Wiley & Sons.


Rebecca Allen

Christian Bokhove

Larry Cuban

Centre for Evaluation and Monitoring

Harry Fletcher-Wood

Blake Harvard

Ollie Lovell

Alex Quigley

Tom Sherrington

Robert Slavin

Other resources

Barwick M. (2018). The Implementation Game Worksheet. Toronto, ON The Hospital for Sick Children

CEBE (2017) ‘Leading Research Engagement in Education : Guidance for organisational change’. Coalition for Evidence-Based Education.

CESE (2014) ‘What Works Best: Evidence-based practice to help NSW student performance’. Sydney, NSW: Centre for Education Statistics and Evaluation.

CESE (2017) ‘Cognitive Load Theory: Research that teachers need to understand’. Sydney, NSW: Centre for Education Statistics and Evaluation

Coe, R, and S Kime. 2019. “A (New) Manifesto for Evidence-Based Education: Twenty Years On.” Sunderland, U.K.: Evidence-Based Education 

Coe, R. et al.(2014) What makes great teaching? Review of the underpinning research. London: Sutton Trust.

Deans for Impact (2015) ‘The Science of Learning’. Austin, TX: Deans for Impact.

Dunlosky, J. (2013) ‘Strengthening the student toolbox: Study strategies to boost Learning.’, American Educator. ERIC, 37(3), pp. 12–21.

IfEE (2019) ‘Engaging with Evidence’. York: Institute for Effective Education. 

Metz, A. & Louison, L. (2019) The Hexagon Tool: Exploring Context. Chapel Hill, NC: National Implementation Research Network, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill. Based on Kiser, Zabel, Zachik, & Smith (2007) and Blase, Kiser & Van Dyke (2013).

Nelson, J. and Campbell, C. (2017) ‘Evidence-informed practice in education: meanings and applications’, Educational researcher, 59(2), pp. 127–135. 

Rosenshine, B. (2012) ‘Principles of Instruction: Research based principles that all teachers should know’. Spring 2012: American Educator.

Stoll, al.(2018) ‘Evidence-Informed Teaching: Self-assessment tool for teachers’. London, U.K.: Chartered College of Teaching

Useful websites

Best Evidence in Brief Fortnightly newsletter which summarises some of the most recent educational research 

Best Evidence Encyclopaedia The Best Evidence Encyclopaedia is a web site created by the Johns Hopkins University School of Education and provides summaries of scientific reviews and is designed to give educators and researchers fair and useful information about the evidence supporting a variety of teaching approaches for school students

Campbell Collaboration The Campbell Collaboration promotes positive social and economic change through the production and use of systematic reviews and other evidence synthesis for evidence-based policy and practice – 38 of which have been produced for education

Chartered College of Teaching The professional association for teachers in England – provides a range of resources for teachers interested in research-use 

Deans for Impact A group of senior US teacher educators who are committed to the use research in teacher preparation and training

Education Endowment Foundation Guidance Reports Provides a range of evidence-based recommendations for how teachers can address a number of high priority issues

Education Endowment Foundation Teaching and Learning Toolkit  A summary of the international evidence on teaching and learning for 5 -16-year olds

 EPPI-Centre Based at the Institute of Education, University College London – the EPPI Centre is a specialist centre for the development and conduct of systematic reviews in social science

Evidence for Impact Provides teachers and school leaders with accessible information on which educational interventions have been shown to be 

Institute for Education Sciences  The Institute of Education Sciences (IES) is the statistics, research, and evaluation arm of the U.S. Department of Education, whose role is to provide scientific evidence on which to ground education practice and policy and to share this information in formats that are useful and accessible

 Research Schools Network A group of 32 schools in England – supported by the Education Endowment Foundation and the Institute of Effective Education – who support the use of evidence to improve teaching practice. 

Teacher Development Trust   Provides access to resources for teachers interested in research use and continuous professional development 

The Learning Scientists A US based group of cognitive scientists who We are cognitive psychological scientists are interested in the science of learning and who want to make scientific research on learning more accessible to students, teachers, and other educators.

What Works Clearinghouse Part of the IES – the What Works Clearinghouse – reviews educational and determine which studies meet rigorous standards, and summarize the findings, so as to question “what works in education

And remember

Just because a writer, text or organisation appears on the above lists, you still need to critically engage with what is said/written. You still need to ask: What is it? Where did I find it? Who has written/said this? When was this written/said? Why has this been written and/said?How do I know if it is of good quality? (Aveyard, Sharp, and Woolliams 2011)


Aveyard, H., Sharp, P. and Woolliams, M. (2011) A beginner’s guide to critical thinking and writing in health and social care. Maidenhead, Berkshire: McGraw-Hill Education (UK).