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,

Photo: Getty Images
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The buck doesn't stop with Grant Shapps - and probably shouldn't stop with Lord Feldman, either

The question of "who knew what, and when?" shouldn't stop with the Conservative peer.

If Grant Shapps’ enforced resignation as a minister was intended to draw a line under the Mark Clarke affair, it has had the reverse effect. Attention is now shifting to Lord Feldman, who was joint chair during Shapps’  tenure at the top of CCHQ.  It is not just the allegations of sexual harrassment, bullying, and extortion against Mark Clarke, but the question of who knew what, and when.

Although Shapps’ resignation letter says that “the buck” stops with him, his allies are privately furious at his de facto sacking, and they are pointing the finger at Feldman. They point out that not only was Feldman the senior partner on paper, but when the rewards for the unexpected election victory were handed out, it was Feldman who was held up as the key man, while Shapps was given what they see as a relatively lowly position in the Department for International Development.  Yet Feldman is still in post while Shapps was effectively forced out by David Cameron. Once again, says one, “the PM’s mates are protected, the rest of us shafted”.

As Simon Walters reports in this morning’s Mail on Sunday, the focus is turning onto Feldman, while Paul Goodman, the editor of the influential grassroots website ConservativeHome has piled further pressure on the peer by calling for him to go.

But even Feldman’s resignation is unlikely to be the end of the matter. Although the scope of the allegations against Clarke were unknown to many, questions about his behaviour were widespread, and fears about the conduct of elections in the party’s youth wing are also longstanding. Shortly after the 2010 election, Conservative student activists told me they’d cheered when Sadiq Khan defeated Clarke in Tooting, while a group of Conservative staffers were said to be part of the “Six per cent club” – they wanted a swing big enough for a Tory majority, but too small for Clarke to win his seat. The viciousness of Conservative Future’s internal elections is sufficiently well-known, meanwhile, to be a repeated refrain among defenders of the notoriously opaque democratic process in Labour Students, with supporters of a one member one vote system asked if they would risk elections as vicious as those in their Tory equivalent.

Just as it seems unlikely that Feldman remained ignorant of allegations against Clarke if Shapps knew, it feels untenable to argue that Clarke’s defeat could be cheered by both student Conservatives and Tory staffers and the unpleasantness of the party’s internal election sufficiently well-known by its opponents, without coming across the desk of Conservative politicians above even the chair of CCHQ’s paygrade.

Stephen Bush is editor of the Staggers, the New Statesman’s political blog.