CEI and Evidence for Learning (E4L) worked together on the three-year Getting Evidence Moving in Schools (GEMS) project. CEI carried out this research assessing how schools mobilise literacy and numeracy research through professional learning providers. The aim of the insights paper is to share lessons for school leaders, and those that support them, on the meaningful use of research evidence in schools.
The report aims to improve both how research is used in schools and how schools’ use of evidence is researched. GEMS explored how schools mobilise literacy and numeracy research through professional learning providers. The project supported the development of evidence-based resources on literacy and numeracy and investigated different professional models that aimed to build educators’ capacity to use the evidence on literacy and numeracy teaching strategies. With a focus on Australian primary schools, the research examined what factors help and hinder schools in accessing and implementing rigorous research evidence.
The insights paper covers the following challenges:
Challenge 1: Reflecting on research evidence use
Challenge 2: Embedding research evidence use into school improvement processes
Challenge 3: Designing school organisational structures to support research evidence use
Challenge 4: Working with professional learning providers to support research evidence use
Challenge 5: Evaluating research evidence use
Suggested citation: ‘Evidence for Learning. (2021). Getting Evidence Moving in Schools (GEMS): Insights paper for school leaders. Sydney, Australia: Evidence for Learning.’