Skip to main content
padlock icon - secure page this page is secure

Open Access Does a theory of action approach help teachers engage in evidence-informed self-improvement?

Download Article:
 Download
(PDF 118.2 kb)
 
This article reports on how using Theories of Action (TofA) can help teachers scale up evidence-informed teaching practices by aiding their understanding of why such interventions have been effective and which aspects are key to driving change. This paper reports on a specific approach: a partnership between an academic and three schools. The findings based on interviews with 15 teachers and school leaders (the whole of the federation's teaching staff), and pre- and post-intervention surveys (undertaken with 13 staff members) suggests that the scale-up of evidence-informed practice, when aided by TofAs, can lead to substantial impact on teacher and pupil outcomes. The paper concludes that the effective scale-up of evidence-informed interventions is grounded in teachers' understanding of why interventions have been successful and how that success might be realized in a new context. Correspondingly, when teachers are shown how to use TofAs to tailor interventions, this helps them ascertain how such interventions can be realized most effectively in their own settings.
No References for this article.
No Supplementary Data.
No Article Media
No Metrics

Keywords: ACADEMIC-TEACHER; PARTNERSHIP; RESEARCH LEARNING COMMUNITIES; RESEARCH-INFORMED PRACTICE; THEORY OF ACTION

Document Type: Research Article

Publication date: 01 July 2018

More about this publication?
  • Engagement with research goes further than participation in it. Engaged individuals and communities initiate research, advise, challenge or collaborate with researchers. Their involvement is always active and they have a crucial influence on the conduct of the research.

    Research for All is a peer-reviewed journal focusing on research that involves universities and communities, services or industries working together. Contributors and readers are from both inside and outside of higher education. They include researchers, policymakers, managers, practitioners, community-based organizations, schools, businesses and the intermediaries who bring these people together. The journal highlights the potential in active public engagement for robust academic study, for the development of involved communities, and for the impact of research. It explores engagement with different groups and their cultures, and features theoretical and empirical analysis alongside authoritative commentary to explore a range of themes that are key to engaged research including the development of reciprocal relationships, sector-specific communication and participatory action research. The journal is co-sponsored by the UCL Institute of Education and the National Co-ordinating Centre for Public Engagement.

    The journal welcomes relevant articles. See the publication homepage for details, or contact [email protected]

  • Editorial Board
  • Information for Authors
  • Submit a Paper
  • Ingenta Connect is not responsible for the content or availability of external websites
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more