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What do teachers need? An exploration of evidence-informed practice for classroom assessment in Ontario
16 references·0 citing·41 second hop
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References

  • 1998Assessment and Classroom Learning8,137 cited
  • 2002A Purposeful Approach to the Constant Comparative Method in the Analysis of Qualitative Interviews3,051 cited
  • 2007Using evidenceHow research can inform public services1,335 cited
  • 2000What works?Evidence-based policy and practice in public services911 cited
  • 2007Using evidence808 cited
  • 2004Teachers developing assessment for learning: impact on student achievement662 cited
  • 2003The Use of Research to Improve Professional Practice: a systematic review of the literature359 cited
  • 2006Conceptions of Evidence Use in School Districts: Mapping the Terrain298 cited
  • 2006Policy Futures in Education298 cited
  • 2015Teacher capacity for and beliefs about data-driven decision making: A literature review of international research287 cited
  • 2015Building a Conceptual Framework for Data Literacy263 cited
  • 2003Measuring the impact of health research232 cited
  • 2003Trying to do more Good than Harm in Policy and Practice: The Role of Rigorous, Transparent, Up-to-Date Evaluations230 cited
  • 2009The growing (but still limited) importance of evidence in education policy and practice220 cited
  • 2005Is the evidence-based practice movement doing more good than harm? Reflections on Iain Chalmers’ case for research-based policy making and practice

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197 cited
  • 2008Research and evidence‐informed practice: focusing on practice and practitioners156 cited
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