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This volume provides informed arguments, theory and practical examples based on research about what it looks like when educators, policy makers, and even students, try to rethink and change their practices by engaging in evidence-based conversations to challenge and inform their work. It allows the reader to experience these conversations. Each story reveals the depth of thinking that change requires and gives important insights into the challenge associated with changing thinking and practice. Some of the stories are encouraging and others are frustrating. Taken together, they give tremendous insight into "what it takes" for conceptual change that will fundamentally shift educational practice. "This book moves beyond just promoting the use of evidence to examining just what is known and how it occurs in a range of settings, especially in interaction with others. This type of book will be key in a desired move to where professional educators reestablish their knowledge and responsibility base in educational policy and practice." Bill Mullford, Professor of Education, University of Tasmania.

Educatiobn. --- Education -- Research. --- Eudcational research. --- Education --- Social Sciences --- Theory & Practice of Education --- Education and state. --- Educational research --- Education policy --- Educational policy --- State and education --- Research. --- Government policy --- Education. --- School management and organization. --- School administration. --- Educational policy. --- Administration, Organization and Leadership. --- Educational Policy and Politics. --- Learning & Instruction. --- Social policy --- Endowment of research --- Educational administration --- Inspection of schools --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Educational planning --- Management --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Inspection --- Management and organization --- Learning. --- Instruction. --- Learning process --- Comprehension --- Administration, Educational --- Operation policies, School --- Policies, School operation --- Organization

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In this working paper, Earl and Timperley argue that evaluative thinking is a necessary component of successful innovation and involves more than measurement and quantification. Combining evaluation with innovation requires discipline in the innovation and flexibility in the evaluation. The knowledge bases for both innovation and evaluation have advanced dramatically in recent years in ways that have allowed synergies to develop between them; the different stakeholders can bring evaluative thinking into innovation in ways that capitalise on these synergies. Evaluative thinking contributes to new learning by providing evidence to chronicle, map and monitor the progress, successes, failures and roadblocks in the innovation as it unfolds. It involves thinking about what evidence will be useful during the course of the innovation activities, establishing the range of objectives and targets that make sense to determine their progress, and building knowledge and developing practical uses for the new information, throughout the trajectory of the innovation. Having a continuous cycle of generating hypotheses, collecting evidence, and reflecting on progress, allows the stakeholders (e.g., innovation leaders, policymakers, funders, participants in innovation) an opportunity to try things, experiment, make mistakes and consider where they are, what went right and what went wrong, through a fresh and independent review of the course and the effects of the innovation. This paper describes issues and approaches to each phase of the cycle. It concludes by outlining the synergies to be made, building capacity for evaluative thinking, as well as possible tensions to be addressed.

Education

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This volume provides informed arguments, theory and practical examples based on research about what it looks like when educators, policy makers, and even students, try to rethink and change their practices by engaging in evidence-based conversations to challenge and inform their work. It allows the reader to experience these conversations. Each story reveals the depth of thinking that change requires and gives important insights into the challenge associated with changing thinking and practice. Some of the stories are encouraging and others are frustrating. Taken together, they give tremendous insight into "what it takes" for conceptual change that will fundamentally shift educational practice. "This book moves beyond just promoting the use of evidence to examining just what is known and how it occurs in a range of settings, especially in interaction with others. This type of book will be key in a desired move to where professional educators reestablish their knowledge and responsibility base in educational policy and practice." Bill Mullford, Professor of Education, University of Tasmania

School management --- Didactics --- Business management --- onderwijspolitiek --- didactiek --- leidinggeven --- administratie

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