Becoming evidence-informed is a moral duty. As a sector, we should make use of and develop the best possible evidence for what we do, writes Professor Daniel Muijs, Head of Research at Ofsted.
If we don’t, and are therefore potentially using unhelpful practices, we are short-changing our learners – and ultimately society – as we forego the benefits of the knowledge and skills those learners could have developed.
Being evidence-informed is a social justice issue. Formal education is of particular benefit to learners from disadvantaged backgrounds, who are least able to draw on the resources and cultural capital of their home environment.
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