Motherhood and apple pie?
On the surface, it would be reasonable to assume that there is currently widespread agreement about the need for school leaders and teachers to draw on research and evidence to inform professional practice. Players as diverse as teacher unions, professional bodies and the Secretary of State for Education promote the value of schools becoming research engaged. Indeed, it would be odd to argue against the idea that teachers should be given opportunities to become research literate, so that their pupils can enjoy lessons informed by the best evidence.
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