Developing an evidence-informed support service for schools – reflections on a UK model

Abstract

This paper reports on a ‘proof-of-concept’ for evidence-informed practice, whereby schools are provided with tailored support in accessing research evidence and help in implementing evidencebased approaches. Two aspects of intermediary brokerage are explored: a) creating tailored summary materials for schools, based on education research, and b) developing an iterative process of engagement, whereby leadership teams interact with this information and relate it to practice. The model supports an emerging view of research use as a dynamic and social process, which is enhanced by supportive interactions between research providers and users.

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