Don’t be a research fundamentalist
There is already a backlash against research-informed teaching but a balanced approach will help schools to make the most of evidence, writes Tim Cain
Research-informed teaching seems to have gained something of a bad reputation. And despite repeated urging from the Department for Education (DfE) that this is the approach schools should be taking, some teachers still resist the idea.
For instance, writing recently in Tes, headteacher Chris Dyson explained why he chooses to ignore research and approach school leadership in his own way. “As a head, my job is trying to match what I do to what is in front of me, not taking research and trying to match it to the people in front of me,” he writes. And Dyson is certainly not the only one who wants ...