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Evidence into Action is a podcast from the Education Endowment Foundation (EEF). This podcast welcomes experts in the field of education – fantastic researchers with important things to say, alongside a wealth of brilliant teachers and school leaders. Our mission is straightforward: to tackle the most important educational topics and offer you plenty of evidence-based ideas to reflect on and, hopefully, be able to put into action.
Episodes
Tuesday Mar 04, 2025
Tuesday Mar 04, 2025
In this second episode of our three-part series, ‘Teaching: an art or science?’, host Harry Madgwick meets with Sarah Stock, Director of Newcastle Research School, to discuss teachers’ use of research evidence, with insights from a panel of experts:
Sarah Stock (Director of Newcastle Research School, Primary School Improvement Lead NEAT Academy Trust)
Panel:
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Dr Cat Scutt (Deputy Chief Executive, Education and Research, Chartered College of Teaching) @CatScutt
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Sarah Cottinghatt (Professional development consultant and instructional coach) @scottinghatt
- Dr Sally Riordan (Associate Professor of Social Policy Research, Northeastern University London)
You can catch up on part 1 here.
Further resources
- EEF, Teacher Feedback to Improve Pupil Learning Guidance Report (October 2021)
- EEF Blog, The ShREC approach
- EEF, Vocabulary in Action tool (based on Beck model)
- EEF, Using Research Evidence: A Concise Guide (January 2024)
- Research Schools Network Clips from the Classroom
Comments (3)
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Finally, I think we have to be quite careful about some of the uses of evidence - organisations such as ResearchEd have very particular agendas linked to political agendas. The ECF has not been successful in increasing Teacher retention and the CCF used in teacher education is a particularly poor document focused much more on the training of teachers rather than the education of teachers.
Thursday Mar 13, 2025
One of the things that’s not discussed nearly enough in the use of evidence in schools is that of complexity reductivism the transference of studies often carried out in psychology laboratories with adults and unlimited discipline fields (especially science, mathematics and chess studies) being used to direct methodologies of learning and teaching in schools with much younger pupils. Especially the use of such evidence in the primary or early years sector.
Thursday Mar 13, 2025
Against some interesting comments here glad to hear that research should be taken and read carefully and it’s dependent very strongly upon circumstances. I think we also have to think for a carefully about what we mean by research as again the focus in the last few years has been around a particular form of research that of randomised control trials and I do not think enough is discussed about the severe and significant limitations of these.
Thursday Mar 13, 2025
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