The Research-Informed Teaching Revolution - Early Years - Paperback

by Jane Flood (Editor), Chris Brown (Editor)

Research-informed teaching is big news! Indeed one might argue that there has been a bottom up revolution encouraging teachers' use of research.
But at the same time there is a gap between what teachers do and what research suggests might provide effective ways to support young children's learning. It's not that a wealth of educational research doesn't exist (just look at the What Works Clearinghouse, the Best Evidence Encyclopaedia or Hattie's Visible Learning), but the Early Years sector is often under-represented.
This book is an attempt to address this disparity and provide Early Years leaders and practitioners with an understanding of how to embed this research within their everyday practice offering top tips of how others in the field have done this and considering topics such as outdoor learning, early writing skills and parental engagement.
Drawing on the wisdom of those at the top of their game, this book intends to provide just that: a practical handbook for EYs practitioner and leaders that can help make the research use revolution a reality.

Author Biography

Jane Flood has been an Infant Teacher for more than 20 years, working in a variety of schools in various roles; from supply teacher to Head, in one-form entry Infants to large inner-city Primaries. Jane is studying part-time for a PhD at Durham University, focusing on ways to manage the competing priorities of teacher researchers and informal leaders in Research Learning Networks. She is currently Head at Netley Marsh CofE Infant School.
Professor Chris Brown is Professor in Education at Durham University's School of Education. With a longstanding interest in how evidence can aid education policy and practice, this is Chris' seventh book in this area (and his 12th overall). Chris has also presented and keynoted on the subject at a number of international conferences stretching the globe, from Africa to South America and has extensive experience of leading a range of funded projects, many of which seek to help teachers identify and scale up best practice.