These presentations are part of an LSRN discussion workshop covering evidence informed decision making. At the workshop, participants were invited to share their experiences of evidence-use in decision-making in particular contexts and to look for correspondence with the generic messages from the systematic review.
The presentations focus on approaches to leadership and change, and teacher learning communities as a strategy to develop teachers' understanding of assessment for learning; exploring the ways that colleges might enhance student learning; developing frameworks to recognise standards relating to roles of educators at different career stages; post-16 educational choices in England and implications for educational progression; economic analyses of vocational education, apprenticeship grants, and economic and social costs of low-skilled adults in Europe; and others.
The authors of the review conclude effective research uses strategies to start with the needs and behaviours of the potential users. Techniques to build motivation are important, as are developing the research-use skills of decision-makers. Directly facilitating through, for example, financial incentives and decision-aid tools are effective and successful schemes formalise and embed interventions into processes and structures and professional norms.