Innovative models that bridge the research-practice divide: research learning communities and research-informed peer review

Godfrey, David and Brown, Chris (2019) Innovative models that bridge the research-practice divide: research learning communities and research-informed peer review. In, An Ecosystem for Research-Engaged Schools: Reforming Education through Research. Taylor & Francis, pp. 91-107. (doi:10.4324/9780203701027-7).

Record type: Book Section

Abstract

This chapter identifies the challenges of bridging the research-practice divide. It outlines two innovative and trialled research-to-practice models. The chapter explains the key principles of each approach and how the two models compare and contrast in terms of the principles underpinning them. It presents evidence of the impact of these models at participating schools. In England, the increased tendency of schools to work in networks or alliances, such as Multi-Academy Trusts or Teaching Schools Alliances has created a demand for robust and rigorous processes for schools to work together, based on established research-informed principles for improving learning and leading change. Conceptually, the research-informed peer review (RiPR) model falls within two fields of research: school internal evaluation and school improvement, most especially the idea of joint practice development. In the RiPR model, schools work in clusters of three for reciprocal review visits during the school year and also attend three half-day workshops.

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