Research into Practice – Evidence-informed Continuing Professional Development in Rochdale was a pilot intervention aimed at supporting teachers to use evidence-based teaching and learning strategies to improve pupil progress. The project ran for one year (2014÷2015) in ten primary schools in the Rochdale area, all of which are members of the Inspirational Professional Learning Community Network (IPLCN), and was delivered by a senior Continuing Professional Development (CPD) consultant based at one of the schools. It involved CPD sessions and direct consultant support designed to help teachers to:
- have more positive views about the use of research for improving teaching and learning;
- apply educational research findings in the classroom and at a strategic development level; and
- establish a stronger culture of evidence-based enquiry and practice.
In total, about 280 pupils were taught by participating teachers. The project aimed to improve pupil attainment as a longer-term outcome by improving pupils’ attitudes to learning, and by using evidence-based teaching and learning strategies such as metacognition, self-regulation and feedback.
The principle objective of this study was to explore whether, and to what extent, research communication and engagement strategies had the potential to improve teachers’ use of, and attitudes towards, academic research to support pupils’ progress. The project was funded through the Education Endowment Foundation (EEF) Research Use in Schools grants round. It was jointly funded by the EEF, the Department for Education, and the Mayor’s London Schools Excellence Fund.