Teachers are itching for a research-based approach - why don't we give it to them?

There is a thriving social media community of teachers interested in the exchange of ideas about classroom effectiveness.

You would be unimpressed if your doctor relied on intuition and "common sense", rather than the best lessons from up-to-date research, as the basis for deciding your course of treatment. Equally, you would be dismayed if national guidance on suitable medical techniques was significantly influenced by the opinions of Daily Mail leader writers. Change the context and think about education rather than medicine and that is pretty much the situation we have today.

In contrast with medicine, school teaching is not typically considered an evidence-based profession. Too often it becomes a political football subject to media moral panics. If medical interventions are to be determined by research into practices that work, why should the education of our children be different?

This is increasingly the view of teachers themselves. Calls for research-based teaching are part of a wider, and largely unacknowledged long-term transformation in the professionalism of school teaching. In Britain teaching has traditionally been seen as the poor relation to other graduate professions. This has been a characteristically British (and American) phenomenon. In much of the rest of northern Europe and the high performing countries of Asia, teaching has long had a standing on a par with the other leading professions.

But things are changing here. We are more successful than ever at attracting able graduates into teaching. Over 10 per cent of all Oxbridge final year undergraduates apply to become teachers via the Teach First programme. Many in this talented new generation of teachers are calling for a more evidence-based professionalism comparable to other major graduate professions. The appetite for change was clear in September 2013 when a London teacher called Tom Bennett organised a conference, which he called Research-Ed, for teachers interested in the application of research in their classrooms. The event was a sell-out. Hundreds of teachers turned up to debate the application of research at school level, and hundreds more were unable to get tickets. Many of the Research-Ed teachers are part of a thriving social media community of teachers interested in the exchange of ideas about classroom effectiveness.

Several education charities are taking practical steps to support more evidence-based teaching: the Sutton Trust/EEF, the National Foundation for Educational Research and the Institute for Effective Education at York. My own organisation, the charity CfBT, is working with the National College for Teaching and Leadership to help schools participate in robust field trials of promising teaching methods. While these are encouraging developments, there remain many barriers to making the research-engaged or research-informed school a reality. For a start, compared to medicine, the body of education research is simply not good enough and not comprehensive enough to provide authoritative guidance to practice.

Publicly-funded research needs to be better aligned to the challenges that practitioners face. We also need systems to mediate and communicate research findings to busy teachers and headteachers. Successive governments have created a highly autonomous school system, particularly in England where there are over 20,000 state schools, including many academies that are effectively independent schools. The support system for these autonomous schools is in flux. Local authorities no longer have a primary support role and while new "middle tier" organisations, such as Teaching Schools and academy chains are beginning to fill the gap, many schools feel professionally isolated. There is a degree of political consensus about the need for a new national College of Teaching, and such a body could potentially form the hub of the knowledge exchange. Meanwhile much of the best evidence, including large amounts of publicly funded education research, is locked up in electronic journals that ordinary teachers cannot access.

George Monbiot highlighted the problem of extremely limited public access to publicly funded research in 2011. Last week the academic publishers announced a new pilot scheme permitting members of the public to use education research and other scientific journals in public libraries for a two year period. David Willetts praised the initiative for connecting people to “a wealth of global knowledge - maximising its impact and value”. While this scheme is to be welcomed, this seems to me to be an extremely modest step. Can you imagine how the BMA would respond if doctors were told that they could access medical research by going in person to public libraries, in their off-duty time, and joining a public queue of people wanting to read electronic journals? The savvy teacher-bloggers behind the Research-Ed events need "anytime anywhere" access to information. Much is to be done, but the prize is remains great: better learning for our children and a discourse about schools that is de-politicised and rooted in evidence.

Front and centre: Education Secretary Michael Gove. Photograph: Getty Images.

Tony McAleavy is the Research and Development Director for CfBT Education Trust, www.cfbt.com

Steve Garry
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The footie is back. Three weeks in and what have we learned so far?

Barcleys, boots and big names... the Prem is back.

Another season, another reason for making whoopee cushions and giving them to Spurs fans to cheer them up during the long winter afternoons ahead. What have we learned so far?

Big names are vital. Just ask the manager of the Man United shop. The arrival of Schneiderlin and Schweinsteiger has done wonders for the sale of repro tops and they’ve run out of letters. Benedict Cumberbatch, please join Carlisle United. They’re desperate for some extra income.

Beards are still in. The whole Prem is bristling with them, the skinniest, weediest player convinced he’s Andrea Pirlo. Even my young friend and neighbour Ed Miliband has grown a beard, according to his holiday snaps. Sign him.

Boots Not always had my best specs on, but here and abroad I detect a new form of bootee creeping in – slightly higher on the ankle, not heavy-plated as in the old days but very light, probably made from the bums of newborn babies.

Barclays Still driving me mad. Now it’s screaming from the perimeter boards that it’s “Championing the true Spirit of the Game”. What the hell does that mean? Thank God this is its last season as proud sponsor of the Prem.

Pitches Some groundsmen have clearly been on the weeds. How else can you explain the Stoke pitch suddenly having concentric circles, while Southampton and Portsmouth have acquired tartan stripes? Go easy on the mowers, chaps. Footballers find it hard enough to pass in straight lines.

Strips Have you seen the Everton third kit top? Like a cheap market-stall T-shirt, but the colour, my dears, the colour is gorgeous – it’s Thames green. Yes, the very same we painted our front door back in the Seventies. The whole street copied, then le toot middle classes everywhere.

Scott Spedding Which international team do you think he plays for? I switched on the telly to find it was rugby, heard his name and thought, goodo, must be Scotland, come on, Scotland. Turned out to be the England-France game. Hmm, must be a member of that famous Cumbrian family, the Speddings from Mirehouse, where Tennyson imagined King Arthur’s Excalibur coming out the lake. Blow me, Scott Spedding turns out to be a Frenchman. Though he only acquired French citizenship last year, having been born and bred in South Africa. What’s in a name, eh?

Footballers are just so last season. Wayne Rooney and Harry Kane can’t score. The really good ones won’t come here – all we get is the crocks, the elderly, the bench-warmers, yet still we look to them to be our saviour. Oh my God, let’s hope we sign Falcao, he’s a genius, will make all the difference, so prayed all the Man United fans. Hold on: Chelsea fans. I’ve forgotten now where he went. They seek him here, they seek him there, is he alive or on the stairs, who feckin’ cares?

John Stones of Everton – brilliant season so far, now he is a genius, the solution to all of Chelsea’s problems, the heir to John Terry, captain of England for decades. Once he gets out of short trousers and learns to tie his own laces . . .

Managers are the real interest. So refreshing to have three young British managers in the Prem – Alex Neil at Norwich (34), Eddie Howe at Bournemouth (37) and that old hand at Swansea, Garry Monk, (36). Young Master Howe looks like a ball boy. Or a tea boy.

Mourinho is, of course, the main attraction. He has given us the best start to any of his seasons on this planet. Can you ever take your eyes off him? That handsome hooded look, that sarcastic sneer, the imperious hand in the air – and in his hair – all those languages, he’s so clearly brilliant, and yet, like many clever people, often lacking in common sense. How could he come down so heavily on Eva Carneiro, his Chelsea doctor? Just because you’re losing? Yes, José has been the best fun so far – plus Chelsea’s poor start. God, please don’t let him fall out with Abramovich. José, we need you.

Hunter Davies is a journalist, broadcaster and profilic author perhaps best known for writing about the Beatles. He is an ardent Tottenham fan and writes a regular column on football for the New Statesman.

This article first appeared in the 27 August 2015 issue of the New Statesman, Isis and the new barbarism