One of the most pressing topics worldwide is how we can improve education to enhance peoples life chances. The BERA-Sage Handbook of Research-Informed Education Practice and Policy, 2 Vol. offers an in-depth exploration of the ways in which education research intersects with and can lead to improvements in education. Through detailed examinations of educational policies, practices, values, and research methodologies, the handbook navigates the complexities inherent in educational systems and in so doing presents a unique new picture of education worldwide.

Volume One of the Handbook set focuses on Understanding Research-Informed Education, and Volume Two focuses on how to implement it. Across six parts and fifty-two chapters, the authors and editors explore a myriad of critical topics including using research to promote equity within education systems, rethinking pedagogy, and knowledge mobilisation through practitioner-led inquiry. New developments in aspects such as systematic approaches to research synthesis are presented by world-leading experts.

Authors of the chapters draw from many different sources to provide a comprehensive understanding of education, including perspectives from the arts, humanities, natural sciences, and social sciences. This understanding combines cutting-edge education research and scholarship to provide insights into how education is enacted in countries and institutions through policy and practice.

Featuring a truly diverse team of scholars to account for global perspectives, the BERA-Sage Handbook of Research-Informed Education Practice and Policy, 2 Vol. is an invaluable resource for scholars, researchers, students, and practitioners who are interested in the new frontiers in education research, policy and practice.

Volume One: Understanding Research-Informed Education
 

Part One - Defining and Theorising Research-Informed Education
Part Two - Methodological Debates in the Field
Part Three - International Comparison and Educational Policy
 

Volume Two: Implementing Research-Informed Education
 

Part Four - Effective policy and practice in national contexts
Part Five - Curriculum, pedagogy and assessment
Part Six - Practitioners and learners as researchers

Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominics research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Dominic has extensive experience of funded research projects which he has disseminated in numerous peer-reviewed research journal articles and books. These include major international research volumes for which he is the lead editor (e.g. The SAGE Handbook of Curriculum, Pedagogy and Assessment), and bestselling books for students, teachers and educators (e.g. Teaching English, Language and Literacy - 3rd Edition). His most recent book is A Guide to Early Years and Primary Teaching (published by SAGE). He has been an editor, and on the editorial board, of internationally recognised research journals. He is currently an editor of the Curriculum Journal, one of the journals of the British Educational Research Association (BERA). I am Professor of Pedagogy, Policy and Innovation in the School of Education and my teaching and research focuses on the role of inquiry in teachers professional learning. I am interested in the role of universities, and teacher educators in particular, in the creation and translation of knowledge about teaching and learning. This interest is linked to the wider issue of the relationship between theory and practice in professional development.

Volume One: Understanding Research-Informed Education Introduction - Dominic Wyse, Vivienne Baumfield, Nicole Mockler, and R. Martin Reardon Part One: Defining and Theorising Research-Informed Education Chapter 1:Evidence ecosystems: A framework for understanding evidence use - Janice Tripney and David Gough Chapter 2: What is the way forward for research-informed education? - Stephen Gorard and Wenqing Chen Chapter 3: Epistemic Paternalism in Educational Research - Gerry Dunne and Cliodhna Martin Chapter 4: Doing research or being researched? Debates on Close-to-Practice research from the perspective of the Further, Adult and Vocational Education (FAVE) sector - Joyce I-Hui Chen, Jay Derrick, Sam Duncan, Geoff Hayward, Sam Jones, and Lorraine Smith Chapter 5: Using research to promote equity within education systems: roles, challenges and possibilities - Mel Ainscow, Claire Forbes, and Romina Madrid Miranda Chapter 6: The Role of Knowledge Brokering in Fostering Connections Between Educational Research, Policy, and Practice - Joel R Malin, Lucy Rycroft-Smith, and Vicky Ward Chapter 7: Knowledge Brokerage and Evidence-Informed Education Policy and Practice: A Social Network Perspective - Stephen MacGregor, Joelle Rodway, Chris Brown, and Alan Daly Chapter 8: Postmonolingual research-informed education policy practices: Multilingual knowledge dialogues for democratic values - Michael Singh, Li Xiaoli, Michiko Weinmann, Rod Neilsen, and Janice McGregor Chapter 9: Degree awarding gaps by demographics in UK Universities - Pallavi Banerjee, Amanda Rigg, and Marina Altoe Part Two: Methodological Debates in the Field Chapter 10: Evidence, politics and the uncertainties of education and international development: Reflections on systematic reviews - Elaine Unterhalter and Colleen Howell Chapter 11: Systematic Research in Educational Sciences. A Methodological Overview - Colin Cramer, Felix Schreiber, and Sebastian Roehl Chapter 12: Meta-Analysis in Education: history, purposes and challenges - Sally Riordan and Steve Higgins Chapter 13: International Comparison Testing, Measurement Issues, and Policy Considerations in a Post-COVID World - Sylke V. Schnepf, Don A. Klinger, and Louis Volante Chapter 14: In grades we trust? Challenging beliefs about assessment in education - Alison Brady and Mary Richardson Chapter 15: Reading and Writing Research and Educational Policy in the United States - Steve Graham and Zoi A. Philippakos Chapter 16: The use of research in education: A methodological discussion of quality use - Blake Cutler, Mark Rickinson, Lucas Walsh, Joanne Gleeson, and Genevieve Hall Chapter 17: Problematising the use of interview data in research for educational policy and practice: beyond incorrigibility and ideology - Stephen Parker and Elizabeth Knight Part Three: International Comparison and Educational Policy Chapter 18: International Comparisons in Education: A Spatiotemporal Analysis of Methodo-logical-Political Trajectories, Contributions and Debates - Alison Milner and Christian Ydesen Chapter 19: The desire for markets: Privatisation, commercialisation, philanthropy and the publicness of schooling - Greg Thompson and Anna Hogan Chapter 20: Governing teachers through data, and data as policy: The case of the Texas Teacher Evaluation and Support System (T-TESS) - Bob Lingard, Steven Lewis, and Jessica Holloway Chapter 21: Methodological challenges in researching teacher supply: Implications for research, policies and practice - Mark Ledger, Beng Huat See, Stephen Gorard, and Rebecca Morris Chapter 22: International comparisons and reading education policies - Maria Nicholas, Elizabeth Rouse, and Shaun Rawolle Chapter 23: National Curriculum in a globalised context: the case of the Republic of Ireland - Audrey Doyle and Anne Looney Chapter 24: Inclusive Practice and Education: Comparing the Curriculum Policies of Wales and England - Richard Race and Susan Davis Volume Two: Implementing Research-Informed Education Part Four: Effective policy and practice in national contexts Chapter 25: Effective Policy Enactment in Australia: Enabling and Constraining Conditions for Policy Actors in an Era of Impact in Education - Mary Ryan, Terri Bourke, and Reece Mills Chapter 26: Highly Impactful Education Policies and Practices in China in the Past Two Decades - Guili Zhang, Kevin Wall, and Sarah Wall Chapter 27: Teacher education reform in Bangladesh: How far is inclusive education? - Saiful Malak and Jahirul Mullick Chapter 28: Effective Research-Informed Policy and Practice in National Contexts: Prioritising Creativity in the Heart of Taiwans Education - Hsu-Chan Kuo, Chu-Yang Chang, Jing-Jyi Wu, and Ying-Yao Cheng Chapter 29: Generating and Implementing Research-Informed Policies in the Global South: Lessons from Teaching License Policy in Pakistan - Sajid Ali, Afaq Ahmed, and Sohail Ahmad Chapter 30: Effective Educational Policy and Practice In Germany: Good Intentions, Significant Constraints - Ingrid Gogolin and Nora Dunkel Chapter 31: Research-Informed Education Policy And Practice In The Welsh Education System - David Egan and Anne Hodgson Chapter 32: Equity Policies In Higher Education In Mexico: Achievements And Challenges Of Technological And Intercultural Universities - Sylvia Schmelkes, Marisol Silva-Laya, Osiris Martinez-Valle, and Guadalupe Aguila Moreno Chapter 33: The Quest for Equitable Education Systems for the 21st Century: Knowledge Mobilisation for Research-Informed Education Policy and Practice in Canada - Sofia Malik and Carol Campbell Chapter 34: Supporting effective policy and practice: Lessons from the United States - Elizabeth N. Farley-Ripple and Samantha Shewchuk Part Five: Curriculum, pedagogy and assessment Chapter 35: Understanding Curriculum Making by teachers: implications for policy as text and as practice - Mark Priestley, Daniel Alvunger, Sinem Hizli Alkan, Stavroula Philippou, and Tiina Soini Chapter 36: Understanding curriculum work in the context of international crises: An autobiographical praxis of becoming - Allan Michel Jales Coutinho and William F. Pinar Chapter 37: Exploring curriculum coherence and professional knowledge - Richard Pountney, Elizabeth Rata, and Diane Swift Chapter 38: The journey from research into practice (without public policy): the case of school music education - Tim Cain and Anna Mariguddi Chapter 39: Rethinking pedagogy: The central plank in school improvement? - Jennifer M Gore and Sally Patfield Chapter 40: Supporting Aboriginal and Torres Strait Islander student success in school: Beyond the Policy - Clair Andersen, Glenn Auld, Julianne Moss, Kitty te Riele, Tim Delphine, Tim Corcoran, Joanne OMara, David Hicks, and Emily Rudling Chapter 41: Digital language learning: the cognitive, affective and social rewards for older adults. - Jodi Wainwright, Jitka Vseteckova, and Klaus-Dieter Rossade Chapter 42: Formative assessment - Catarina F. Correia and Dylan Wiliam Chapter 43: Research-Informed Practices of Creativity Assessments in K-12 STEM and Computer Science Education - Grace Morris, Elena Novak, and Chia-Ling Kuo Part Six: Practitioners and learners as researchers Chapter 44: Knowledge mobilisation through practitioner-led inquiry: A dialogic perspective - Sara Hennessy, Ruth Kershner, Farah Ahmed, Elisa Calcagni, Ana Trigo-Clapes, Meaghan Brugha, and Christine Edwards-Groves Chapter 45: Transforming practice wisdom through practitioner research in early childhood - Christine Parker, Sandra Clare, Katherine Clark, Jennifer De Orta, Joanne Benford, and Felicity Dewsbery Chapter 46: Evidence-Informed Educational Change: Conceptual Proposal for a Capacity-Building Model - Kristin Vanlommel Chapter 47: Promoting inclusive pedagogies in schools through student voice and dialogues - Kyriaki Messiou and Nikolett Szelei Chapter 48: Education policy and knowledge. What if they could meet? - Henryk Mizerek and Lidia Bielinis Chapter 49: Acting Locally, Thinking Globally: An international Research-Practice Partnership for youth action - Christopher Chapman, Romina Madrid Miranda, Carlos Duque Artigas, and Milena Paez-Silva Chapter 50: Doubling Educational Effectiveness: Conducting Multidimensional Research to (Re-)Inform Curriculum Enhancement - Julia Chen, Linda Lin, Caroline Nixon, and Dennis Foung Chapter 51: Self-Study as a Movement and Methodology for Inside-Out Educational Change: Foundations, Characteristics, and Exemplars - Kathleen Pithouse-Morgan, Makie Kortjass, and Ntokozo Mkhize-Mthembu Chapter 52: Walking the talk: assessing the collaborative potential of Qualitative Comparative Analysis (QCA) for co-created classroom-based research - Janet Orchard, Victoria Bowen, and Amanda Williams