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1 – 10 of over 2000Whilst beneficial, the use of evidence to improve teaching and learning in schools is proving difficult to achieve in practice. The purpose of this paper is to shed new light on…
Abstract
Purpose
Whilst beneficial, the use of evidence to improve teaching and learning in schools is proving difficult to achieve in practice. The purpose of this paper is to shed new light on this issue by examining the applicability of a model of rational behaviour as relates to the notion of evidence-informed practice (EIP). Specifically, exploring the question: “if EIP is rational behavior, why are not all teachers engaged in it?”, the authors examine whether the beliefs and perspectives of teachers in relation to EIP, align with their evidence-use behaviours. The authors then assess what factors prevent teachers/schools from engaging in EIP.
Design/methodology/approach
To examine beliefs, instances of, and barriers to evidence use, the authors employ a Gradient Boosted Tree predictive model to analyse data from a survey of 696 practitioners in 79 schools.
Findings
The findings suggest that, should they wish to increase EIP within their schools, school leaders need to: first, promote the vision for evidence-use (i.e. actively encourage its use); second, illustrate how research and evidence can be effectively employed to enhance aspects of teaching and learning; and third, establish effective learning environments, in which learning conversations around the use of evidence, can flourish.
Originality/value
Using a new, innovative model of rationality, the authors conclude that despite the focus on EIP in many school systems world-wide, evidence use will never be meaningfully realized unless school leaders prioritize EIP as a school commitment. Simultaneously, given the high-stakes accountability environments facing many school systems it is unlikely that prioritization of EIP will occur until EIP forms part of any education system’s accountability regime.
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Geoffrey Lau, Pamela Meredith, Sally Bennett, David Crompton and Frances Dark
It is difficult to replicate evidence-informed models of psychosocial and assertive care interventions in non-research settings, and means to determine workforce capability for…
Abstract
Purpose
It is difficult to replicate evidence-informed models of psychosocial and assertive care interventions in non-research settings, and means to determine workforce capability for psychosocial therapies have not been readily available. The purpose of this paper is to describe and provide a rationale for the Therapy Capability Framework (TCF) which aims to enhance access to, and quality of, evidence-informed practice for consumers of mental health services (MHSs) by strengthening workforce capabilities and leadership for psychosocial therapies.
Design/methodology/approach
Guided by literature regarding the inadequacies and inconsistencies of evidence-informed practice provided by publicly-funded MHSs, this descriptive paper details the TCF and its application to enhance leadership and provision of evidence-informed psychosocial therapies within multi-disciplinary teams.
Findings
The TCF affords both individual and strategic workforce development opportunities. Applying the TCF as a service-wide workforce strategy may assist publicly-funded mental health leaders, and other speciality health services, establish a culture that values leadership, efficiency, and evidence-informed practice.
Originality/value
This paper introduces the TCF as an innovation to assist publicly-funded mental health leaders to transform standard case management roles to provide more evidence-informed psychosocial therapies. This may have clinical and cost-effective outcomes for public MHSs, the consumers, carers, and family members.
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Kelly Maguire and Emmet McLoughlin
Events are a significant component of Ireland’s tourism offering. They are an important source of economic activity and an incremental driver of social change and development…
Abstract
Purpose
Events are a significant component of Ireland’s tourism offering. They are an important source of economic activity and an incremental driver of social change and development throughout the country. However, the visual and physical impacts often created by event activities to the environmental and social resource base upon which, events depend, have begun to draw attention to the way events are planned and managed. Although the concept of sustainability has become the topic of much discussion and debate in event management literature, there exist many gaps in relation to its practical application in event management planning in Ireland. This is despite the statutory obligation of local authorities in Ireland to license events and to facilitate the process of planning for large-scale outdoor public events in Ireland. Yet, with the continued expansion of Ireland’s event industry, there is a fundamental need for an evidence-informed approach to planning for event management. Through the application of the European tourism indicator system (ETIS), the long-term sustainability and competitiveness of the national event industry in Ireland could be secured. This paper aims to examine and discuss the application of the ETIS as a possible tool to facilitate greater levels of sustainability and accountability within the events industry in Ireland.
Design/methodology/approach
This study used a quantitative content analysis approach involving a complete population sample of local authorities in the Republic of Ireland to determine the application of the ETIS within the legal process of planning for event management in Ireland.
Findings
While the findings have identified a basic provision for event management within a number of local authority legally required County Development Plans, none, however, were using the ETIS to monitor the impacts of events at the local level. This lack of data collection and benchmarking highlights the need for greater levels of sustainability and accountability within the legal process of planning for event management in Ireland.
Originality/value
This study suggests the ETIS as an easy, cost effective and viable solution to facilitate an evidence-informed approach to planning for event management at the local level. However, the lessons learned from this study may also have implications for destination planners and event managers outside of Ireland.
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Livia Jesacher-Roessler and David Kemethofer
The Austrian education system can be classified as an egalitarian system. This is due to the fact that although it is a centrally governed system, the implementation of reforms is…
Abstract
The Austrian education system can be classified as an egalitarian system. This is due to the fact that although it is a centrally governed system, the implementation of reforms is the responsibility of the schools. Regarding this implementation, in turn, there is a low level of accountability for the schools to the education administration. Consequently, this has implications for the way how and from whom evidence is handled within the system. Despite the increased emphasis on evidence-informed decision-making, current trends are leading away from nationally coordinated approaches (abolition of the regular and external assessment of national educational standards) and towards locally based initiatives (informal competences assessments). In this context, extended autonomy for schools plays a crucial role as schools received more responsibilities for decision-making. After a detailed description of the Austrian education system, the following article shows how evidence-informed practice is supported within the system by means of selected instruments and projects. Furthermore, relevant groups of actors are identified and analysed in terms of their competences and thus responsibilities for evidence-informed practice. From the analysis, facilitating and hindering factors for evidence-informed teaching and leading are identified.
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Robyn Whittaker, Kathija Yassim and Latoya Njokwe
South Africa is a developing country with an education system that remains in crisis, despite three decades of democracy. The vestiges of South Africa's oppressive past continues…
Abstract
South Africa is a developing country with an education system that remains in crisis, despite three decades of democracy. The vestiges of South Africa's oppressive past continues to plague a system where repeated efforts at top-down transformation and curriculum renewal have failed to create the change required (Roodt, 2018). Extensive country-wide research attests to persistent inequalities linked to poverty, unemployment, and poor educational outcomes, effectively trapping disadvantaged communities in downward spirals (World Bank, 2018). As in most other countries, evidence-informed practice (EIP) has been widely discussed and advocated for in South Africa, with the matric (school leavers') results resurging the conversation annually. Unfortunately, as is the case in many developing countries, it is well documented that the actual implementation of EIP is not as widespread as desired.
This chapter reviews and analyzes the use of EIP in South Africa through an exploration of the various spaces where EIP is reported to occur within the broader education landscape. Examples of teacher and school level EIP innovations, led by a wide variety of actors within the system, are evident – this despite the pervasive lack of resources, support, and effective leadership within the formal education system. Through reflecting on these ‘pockets of hope,’ which were found to exist not only within, but also outside and alongside the system, we hope to gather insights and initiate debate on how the uptake of EIP might be better informed and facilitated within the broader South African public education system.
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Joanne Gleeson, Mark Rickinson, Lucas Walsh, Mandy Salisbury and Connie Cirkony
This chapter discusses the development of evidence-informed practice in Australian education. It highlights growing system-wide aspirations and support for Australian teachers…
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.
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Evelyn Cornelissen, Craig Mitton, Alan Davidson, Colin Reid, Rachelle Hole, Anne-Marie Visockas and Neale Smith
Program budgeting and marginal analysis (PBMA) is a priority setting approach that assists decision makers with allocating resources. Previous PBMA work establishes its efficacy…
Abstract
Purpose
Program budgeting and marginal analysis (PBMA) is a priority setting approach that assists decision makers with allocating resources. Previous PBMA work establishes its efficacy and indicates that contextual factors complicate priority setting, which can hamper PBMA effectiveness. The purpose of this paper is to gain qualitative insight into PBMA effectiveness.
Design/methodology/approach
A Canadian case study of PBMA implementation. Data consist of decision-maker interviews pre (n=20), post year-1 (n=12) and post year-2 (n=9) of PBMA to examine perceptions of baseline priority setting practice vis-à-vis desired practice, and perceptions of PBMA usability and acceptability.
Findings
Fit emerged as a key theme in determining PBMA effectiveness. Fit herein refers to being of suitable quality and form to meet the intended purposes and needs of the end-users, and includes desirability, acceptability, and usability dimensions. Results confirm decision-maker desire for rational approaches like PBMA. However, most participants indicated that the timing of the exercise and the form in which PBMA was applied were not well-suited for this case study. Participant acceptance of and buy-in to PBMA changed during the study: a leadership change, limited organizational commitment, and concerns with organizational capacity were key barriers to PBMA adoption and thereby effectiveness.
Practical implications
These findings suggest that a potential way-forward includes adding a contextual readiness/capacity assessment stage to PBMA, recognizing organizational complexity, and considering incremental adoption of PBMA’s approach.
Originality/value
These insights help us to better understand and work with priority setting conditions to advance evidence-informed decision making.
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Ian Pepper, Colin Rogers and James Turner
First-line leaders across the emergency services are instrumental in leading the development of a workforce fit to face current and future challenges. As such in addition to…
Abstract
Purpose
First-line leaders across the emergency services are instrumental in leading the development of a workforce fit to face current and future challenges. As such in addition to utilising their specific craft, leaders need to be equipped to understand and apply evidence-based practices. With a focus on first-line leadership in policing, this paper will have both national and international resonance for those organisations attempting to embed an evidence-based culture.
Design/methodology/approach
The paper utilises a review of literature to develop a viewpoint identifying challenges and benefits of the adoption of evidence-based policing (EBP) by first-line leaders.
Findings
First-line leaders, whether police officers, police staff or volunteers, require opportunities to develop their own knowledge, understanding and skills of applying EBP in the workplace. Acknowledging challenges exist in the widespread adoption of EBP, such learning, at the appropriate educational level, will enable leaders to effectively champion the adoption of EBP, informing both their own decision-making and professional practices as well as those across their teams.
Practical implications
The first-line leader role is highly influential, as such, it is essential that these leaders develop their knowledge, understanding and application of EBP in the workplace in order to lead the expected cultural change.
Originality/value
This paper provides a current framework for the understanding of the context and potential impact of educationally levelled formal leadership learning required to champion the broad adoption of EBP across policing.
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Rhiannon Hodson and Elizabeth Cooke
This article examines the challenges facing agencies working across social care, health, education and voluntary sector boundaries in leading a drive for evidence‐informed…
Abstract
This article examines the challenges facing agencies working across social care, health, education and voluntary sector boundaries in leading a drive for evidence‐informed practice (EIP). A study conducted by Research in Practice has identified the competencies and functions that managers deem most important to lead an EIP initiative successfully. Views about agencies' current capabilities and confidence to do so vary. Leadership development opportunities are generally perceived as poor. Plans are outlined for an action learning project within the Research in Practice network to support managers to lead EIP effectively.
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