Stoll, L;
(2015)
Using evidence, learning and the role of professional learning communities.
In: Brown, C, (ed.)
Leading the Use of Research & Evidence in Schools.
UCL IOE Press: London, UK.
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Stoll PLC chapter in Brown evidence book 2015.pdf - Accepted Version Download (376kB) | Preview |
Abstract
Being able to collaborate to make the best use of evidence to enhance teacher practice is fundamental to successful teaching today. In this chapter, I first describe three evidence sources: student and other data; teacher research or enquiry projects; and external research findings. Next, I consider different perspectives on the social learning that takes place when teachers engage with evidence. I argue that professional learning communities provide the ideal home for evidence-informed practice, and that they are what bring evidence to life. I offer four reasons for this. The chapter concludes with a set of suggestions for leadership of evidence-rich professional learning communities.
| Type: | Book chapter |
|---|---|
| Title: | Using evidence, learning and the role of professional learning communities |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.uclpress.co.uk/pages/ucl-ioe-press |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10043776 |
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