Who judges the evidence?
Robust research evidence, adjusted to a local school or area context, and combined with professional judgements about priorities, should lead to a better education system. This, in turn, should help each new cohort of students to gain more from their schooling. However, while it is reasonable to expect teachers and school leads to be aware of context, and to be able to judge what their improvement priorities are, who judges which evidence is robust and relevant?
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