Bloomsbury Evidence Informed Policy and Practice in Education: A Sociological Grounding

Review Chris Brown brings together and advances philosophical, theoretical and conceptual considerations that will provoke discussion for researchers who are supporters and/or critics of the current emphasis on ‘evidence-informed policy and practice’ in education. ― Carol Campbell, Associate Professor of Leadership and Educational Change, University of Toronto, CanadaEvidence-Informed Policy and Practice in Education encourages the reader and the field to move beyond traditional discourse and simplistic models, in order to embrace the complexity of the subject. Chris Brown powerfully argues that bridging the research-practice-policy gap will require expanding notions, deepening dialogue, co-constructing meaning and catalysing learning at all levels of the educational endeavour. It is the thoughtfulness of the theoretical and empirical grounding, the accessible prose and the applicable conclusions that set this book apart and establish clear value for the field. A must-read for researchers, practitioners and policymakers who are committed to moving the field forward. ― Alan J. Daly, Professor and Chair, Department of Education Studies, University of California, USA Product Description Evidence use and user engagement have become part of the rhetoric of education and social science research, with policy makers required to base their recommendations on evidence. This book expands the analysis of policy (educational and others) and considers the wider environment within which policy is made. Chris Brown grounds this analysis within contemporary theory that explains pertinent social phenomenon to show the interplay and tensions between policy and practice and to illustrate how, within each, being evidence-informed results in very different actions and behaviours when it comes to evidence use. This exploration reconciles policy and practice within an overarching framework which attempts to explain what emerges when 'top down' and 'bottom up' evidence production and use collide. The book both challenges and informs: challenging those currently working in the area to begin to think more deeply about their work and the theoretical mechanisms that underpin it, and informing use by providing theoretical tools to assist them in doing so. About the Author Chris Brown is John Adams Research Fellow at the Institute of Education, University of London, UK. Currently working within the London Centre for Leadership in Learning, Chris leads various projects which seek to help practitioners identify and scale up best practice.