The starting points for CUREE's work are that:
- there is a shortage of evidence about teaching and learning, particularly in the UK;
- where there is research evidence it is often reported in a way which does not address the learning needs of practitioners;
- work on research informed practice ignores, at its peril, knowledge about effective professional learning;
- leaders engagement with research is more powerful than anything else in convincing other teachers of the potential benefits.
For examples of accessible, sound and 'relevant' research presented in ways designed to address teacher learning go to the tla website.
Our research and experience has convinced us that:
- practitioners don't have to get involved in doing research in order to inform their practice. They can also engage with the findings from others' research;
- if teachers do get involved in research, it can be a powerful professional learning and development tool;
- data has to be useful to teachers at the point of collection;
- both qualitative and quantitative research are essential to policy making and practice.
We also know from the research evidence that collaboration and dialogue is a key element in successful learning. Vygotsky theorised about this many years ago. There is now an incontrovertible body of research evidence - from early years to adult learning - which confirms the importance of collaboration for making ideas, practice and knowledge explicit - and so capable of development.
CUREE has built much of its consultancy and training initiatives on peer support around this key principle.