Case studies of expanding R&DView all related downloads
The following case studies provide examples from our own experience of schools and alliances which are growing their own research communities and expanding their use of collaborative enquiry to enhance teaching and learning:
This cross-alliance, collaborative enquiry project involving ten schools in west London explored how written feedback and student teacher dialogue can better support pupil progress
Pilot study to investigate the measurable impact of a more structured model of coaching, working with a team of six coaches over six weeks
Building bridges with HEI partner: an example of ‘expanding’ R&D across the school and alliance, focusing on actions taken to develop the alliance's relationship with a strategic partner in HEI
Developing a new, research-informed approach to assessing without levels in music education
'Learning Together’ research project: case study of involvement in a three year action research project, which aims to reduce bullying and aggression and improve student attainment
Research case studies
Previous research has produced many useful and detailed case studies of schools and alliances which are embedding engagement in research and enquiry.
The Teaching Schools R&D network national themes project 2012-2014 includes a series of research case studies for each of the three themes: what makes great professional development; what makes great pedagogy and leadership of great pedagogy. The research case studies illustrate a range of different roles and approaches to R&D within the school and across an alliance, including useful examples of project protocols and templates for different forms of collaborative enquiry.
Leading a Research Engaged School (NFER 2006) provides useful suggestions for teachers and school leaders looking to promote a research engaged school and grow research communities in your school and beyond. Developed as part of a two-year R&D programme involving eight primary schools and seven secondary schools in five English local authorities, working with researchers from the National Foundation for Educational Research (NFER), it includes a selection of useful examples from case study schools.
Teachers’ Use of Research Evidence (NFER 2014) provides a case study of United Learning schools, exploring how teachers use evidence in the classroom and what they feel are the most effective approaches to engaging with research and using it to inform their project. Based on 17 telephone interviews with senior leaders and 39 face-to-face interviews from seven case study schools, it includes a useful appendix setting out challenges and barriers to evidence-informed practice and solutions for overcoming them.