Evidence-Informed Practice in Australian Education

Abstract

This chapter discusses the development of evidence-informed practice in Australian education. It highlights growing system-wide aspirations and support for Australian teachers, school leaders, and jurisdictions to be engaging productively with research and evidence. Our aim here is to step back from these developments and consider them in the context of: (1) the nature and distinctive characteristics of the Australian school system; (2) what is known (and not known) about Australian educators' use of research and evidence; and (3) recent insights into enablers and barriers to research use in Australian schools. We argue that the development of evidence-informed practice in Australia needs to take careful account of the complex history and fatalist nature of the wider school system. This will make it possible to identify and work with the productive places that exist within a system of this kind. It is also important to recognize that research use in schools is a topic that has been investigated surprisingly little in Australia relative to other countries internationally. Current policy aspirations around evidence-informed approaches therefore need to be matched by greater efforts to understand the dynamics of research engagement in Australian schools and school systems.

Citation

Gleeson, J., Rickinson, M., Walsh, L., Salisbury, M. and Cirkony, C. (2022), "Evidence-Informed Practice in Australian Education", Brown, C. and Malin, J.R. (Ed.) The Emerald Handbook of Evidence-Informed Practice in Education, Emerald Publishing Limited, Bingley, pp. 123-138. https://doi.org/10.1108/978-1-80043-141-620221017