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Using evidence, learning and the role of professional learning communities

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. Green open access

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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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