Index

Citation (2022), "Index", Brown, C. and Malin, J.R. (Ed.) The Emerald Handbook of Evidence-Informed Practice in Education, Emerald Publishing Limited, Bingley, pp. 389-405. https://doi.org/10.1108/978-1-80043-141-620221045 Publisher: Emerald Publishing Limited Copyright © 2022 Emerald Publishing Limited INDEX Abecedarian Project, 215 Absorptive capacity, 24 Academic freedom, 276 Academies Act (2010), 60 Accountability, 61–62, 176, 262, 319–320, 338, 341–342 accountability-steering regime, 168 approach in California, 20–21 framework, 282–283 policies, 19–20 in United States, 37–38 Accreditation process, 212 Achieving Excellence , 85 Action-research project, 296–297 ADI (Italian Teachers Association), 296 Administrative levels, 182–183 Alienation, 127–128 Alliances, 308 American High Scope Perry Preschool Program, 215 Annotated documentary evidence, 217 Apparent activism, 51 Assessment Methods (AMs), 280 Attitudinal surveys, 73 Attraction of teachers, 213–214 Australia’s School System. See also Chilean educational system, 125–129 federal influence over schooling, 125–127 role of national and intergovernmental bodies, 127–129 Australian Curriculum Assessment and Reporting Authority (ACARA), 127 Australian education Australia’s School System, 125–129 Australian educators’ use of research in practice, 129–130 enablers and barriers to research use in schools, 130–132 evidence-informed practice in, 123–124 lessons for practice and policy, 132–133 Australian Education Act (2013), 126 Australian Education Senior Officials Committee (AESOC), 127 Australian educators’ use of research in practice, 129–130 Australian Institute for Teaching and School Leadership (AITSL), 127 Australian school system, 124–125 Austria evidence-informed teaching and leading in, 321–326 perspective of cohesion/regulation matrix, 317–318 Austrian education, evidence-informed practice in Austria’s perspective of cohesion/regulation matrix, 317–318 clear lines of accountability and integrated monitor systems, 319–320 details of Austrian educational system, 318–321 enablers and barriers for evidence-informed teaching and leading, 327–329 evaluation and assessment arrangements, 320–321 increase autonomy for schools, 320 lessons for practice and policy, 329 reduce distribution of responsibilities, 319 responses to challenges, 319–321 Authentic innovation, 48 Authorisation, 345 Authority levels, 307–308 Autonomous educational system of Flanders, 265 Avanguardie Educative , 296 Behavioral observation methods, 352–353 Belgium engagement in EIP by teachers and school leaders, 263–267 Flemish educational system, 260–263 BIFIE, 320–321 Bildung, 176–177 Bildungsdirektionen, 317–320, 327–328 Bottom-up approach, 1–2, 74, 342 Brew Ed, 62–63 Brokerage, 66 Brokers, capacity building and, 91–92 Building evidence, 202–203 Bureaucracy in education, 49–51 California K–12 public education in, 37 on social cohesion/regulation matrix, 18–20 California Collaborative on District Reform, 22 “California Way”, 24 Capacity building, 169 and brokers, 91–92 for data, 36 initiatives, 371–372 opportunities drawing on research-based practices, 40–41 Case study methods, 38–39 Catalan Department for Education, 50 Catalan Education Law , 49–50 Catalan educational legal framework, 48 Catalan educational system, 48–49, 51 Catalan model, 50–51 Catalan way of evidence informed educational practice, 49–51 Catalan educational model, 48 educational evidence fitting in hybrid model, 51–52 enablers and barriers for evidence-informed practice in Catalan schools, 52–54 lessons for practice and policy, 55–56 Catalonia, 48 Catholic Education Flanders, 262 Centralisation, 345 of powers, 337 Centralised systems, 299–300 Centre for Education Statistics and Evaluation (CESE), 123–124 Centre for School Leadership (CSL), 75–76 Centre for Utilisation of Research Evidence in Education (CUREE), 62–63 Certificate of Advanced Studies (CAS), 311 Chapman model, 48 Children’s self-evaluation ability, 358–360 Chile charting literature on use of evidence among Chilean teachers, 145–148 data extraction and analysis, 144 enablers and barriers for teachers to engage with research, 148–149 inclusion/exclusion criteria of studies, 143–144 lessons for practice and policy, 149 review aim and research questions, 142 scope of review, 143 use of evidence for teaching practice among Chilean teachers, 142–144 Chilean educational system, 140–141 characterization from regulation and cohesion, 153–156 Chilean Quality Assurance System, 156 Class analysis, 352–353 Class improvement, 358–360 Classrooms assessments, 156 evolution and expansion of EIP in, 73–74 Coaching, 25 effectiveness, 36 Cohesion, 155, 262–263 Chilean educational system characterization from, 153–156 in education, 49–51 Cohesion/regulation matrix, 4–6, 37, 48, 60–61, 84, 140, 176–177, 309 Austria’s perspective of, 317–318 Flanders in, 262–263 model, 352 Ontario and, 84–88 in UAE, 107, 110, 114 Collaboration, 141 Collaboration and Research for Ongoing Innovation (CROÍ), 70, 74 Collaborative processes, 89 Collaborative research, 2–3 collaborative research-informed practice, 2–3 Collegiate model, 50 Common Core State Standards (CCSS), 18 Commonwealth power, 125–126 Communication, 93–94 to adapt implementation, 92–93 within South African education system, 230–232 Communities of Practice, 88 Community Teachers Association (CTA), 382–383 Comparative analyses, 4 Competitive dysfunction, 128 Complexity, 337 of education, 226 Comprehensive school reform, 98 Comprehensive Support and Improvement (CSI), 200–201 Compulsory education in Switzerland, 305 Conference of Cantonal Ministers of Education, 304 Context characteristics, 182–183 Contextualisation of legal regulations, 50 Continued re-regulation of school development in Sweden, 101–105 Continuing professional development (CPD), 240–242 Continuing professional development and learning (CPDL), 376 challenge for, 377 EducAid’s planning for, 377 Continuous improvement, 23 Continuous learning cycles, 89 Contractual federalism, 126–127 Cooperation of Best School, 102–103 Corporate federalism, 126–127 Corporate Social Investment, 229 Counterproductive accountability-focused practices, 25 Course Intended Learning Outcomes (CILOs), 280 Credit-bearing modules, 72–73 Critical reflection, 212 role in supporting EIP, 218–219 Crystallisation of change, 338 Crystallising change, 340 Cultural model, 140 Curriculum, 307 Cypriot educational system, 337 Cypriot Ministry of Education and Culture (MoEC), 336–337 Cypriot public schools, 336 Cyprus description of Cypriot educational system, 337 design behind reform, 337–338 educational governance, school autonomy and accountability, 338–342 risk regulation regime role for educational change, 342–344 ‘unified system with two distinct procedures’ complementarity, 344–345 Danish Pedagogical Institute, 168 Danish School of Education, 168 Danish School Reform, controversies concerning, 169 Data, 178–180 characteristics, 183–184 collection and management within South African education system, 230–232 collections, 201 data-based decision-making, 69–70 data-informed and research-based practices, 72 data-informed decision-making, 75–76 data-informed instructional improvement, 38–39 data-informed learning, 90–91 extraction and analysis, 144 reports, 201 resources, 201 tools, 201 Data Driven Districts (DDD), 231 Data use, 36 in MA, 201 in schools, 38 in Swiss education system, 306 in United States, 37–38 Decentralization, 50, 309, 345 of schools, 125 Decentralized centralism, 140 Decentralized centralization, 284 Decentralized educational system of Flanders, 265 Decision-making processes, 69–70 Democracy, 140–141 Denmark controversies concerning Danish School Reform, 169 evidence-informed practice at national level, 170–171 evidence-informed practice at project level, 171–173 evidence-informed practice in 2013 School Reform in Denmark, 168–169 lessons for practice and policy, 173 Department for Education (DfE), 60–61 Department of Basic Education (DBE), 229 Department of Education and Skills (DES), 71 data-informed Framework for SSE, 75–76 DES-subsidized leadership development program, 74–75 Department of Higher Education and Training (DHET), 229 Deregulation, 100–101, 309 Development plans (DP), 100, 325–326 Diagnostic assessments, 147 Digital transparency policy, 297–298 Director, 342–343 District Analysis and Review Tools (DART), 201–202, 206 District and School Profiles, 206 District decision-makers, 23 E-informed planning, 380–383 Early Childhood Australia (ECA), 214 Early childhood education (ECE), 212 Early childhood teachers (ECTs), 212 Early Warning Indicator System (EWIS), 201 Early Years Learning Framework, 215 Eclectic research paradigm, 226 Economic tumult, 59–60 EducAid, 376 CPDL, 382–383 primary schools for, 380 EduCaixa programmes, 51–52 Education Act, 70–71, 84–85 Education Council (EC), 127 Education Endowment Foundation (EEF), 62–63 Education Law, 154–155 Education Management Information System (EMIS), 230 Education Quality and Accountability Office, 85 Education Reform Act (ERA), 60, 318 Education Research and Evaluation Strategy (2005), 85–86 Education Research and Evaluation Strategy Branch (ERESB), 85–86 Education Services Australia (ESA), 127 Education Source package, 75 Education(al), 226 accountability, 128–129 actors, 228–230 administration, 351–352 assessments, 155 change, 48, 260 cohesion and bureaucracy in, 49–51 context characteristics, 182–183 context of UAE, 108–109 data characteristics, 183–184 data use, 2–3 enablers and barriers for enhancement of EIP in, 74–77 evidence fitting in hybrid model, 51–52 governance, 338, 340, 342 leaders, 19 policy, 5–6, 64 practice, 181–184 reform, 69–70, 227 research, 53 risk regulation regime role for educational change, 342–344 standards, 322–323 system, 4, 48 teacher, 184–185 user characteristics, 183 Educational Cooperation Movement (MCE), 296 Educational Review Office (ERO), 364 Edwin Analytics, 201 Effective leadership, 27 Effective teaching, 141 Effectiveness of coaching, 36 Effector, 342–343 Egalitarian coloring, 308 Egalitarian leadership, 243–244 Egalitarian model, 341 Egalitarian society, 367 Egalitarian Way, 6, 86, 378 of working, 51 Elementary schools, integrated education in, 355–357 Embedded liberalism, 140 Emirati School Model (ESM), 108–109 Empirical Shift in German education, 176, 184 Employment contract, 293–294 Engagement with referential data, 180–181 in research, 178 with research, 178 teachers and school leaders, 179 England, evidence-informed teaching in EEF, 62–63 English context, 59–60 English school system, 61–62 influence of synthetic phonics, 63–64 lessons for practice and policy, 65–66 MATs, 60–61, 64–65 English education system, 60 English Learners (ELs), 19 English National Curriculum, 63 English school system, 61–62 English system, 62–63 Enquiry habit of mind, 183, 186 Enquiry model, 372 Environment educational plans, 50–51 Evaluation Program of School Performance, 140 Every Student Succeeds Act (ESSA), 37, 199 Evidence, 180–181 evidence-based initiatives, 123–124 evidence-based knowledge, 291–292 evidence-based model, 176 evidence-based policy-making, 130–131 evidence-based practice, 25, 226, 309 evidence-informed collective learning, 21–22 evidence-informed decision-making, 65 evidence-informed initiatives, 64–65 for learning, 123–124, 132 from research, 35–36 role in proficient teacher accreditation process, 217–218 use, 4, 7, 200 use in schools, 309 on use of standardized assessments in Chile, 156–159 about uses of SEPA, 157–159 about uses of SIMCE, 156–157 Evidence-informed practice (EIP), 2, 5, 39, 48, 51–52, 69–70, 83–84, 168, 198, 226, 260, 276, 291–292, 304, 376–377 applied by schools, 74 in Australian education, 123–124 capacity building and brokers, 91–92 in Catalan schools, 52–54 characterization of Chilean educational system from regulation and cohesion, 153–156 cohesion/regulation matrix, 5–6 communication to adapt implementation, 92–93 in context of initial teacher preparation and CPD, 240–242 coproduce change pathways, 91 critical reflection role in supporting, 218–219 data-informed learning, 90–91 drivers and obstacles for engaging with, 265–267 efforts toward supporting, 236 enablers and barriers, 74, 77, 88, 93 engagement in EIP by teachers and school leaders, 263–267 evaluation of state in South Africa, 232–233 evidence on use of standardized assessments in Chile, 156–159 evolution and expansion of EIP in schools and classrooms, 73–74 evolving influence of EIP in professional education, 72–73 factors enable and disable, 236 foundations for EIP in Ireland, 71–74 institutional facilitators and hindering factors on use of learning assessments, 159–161 institutional theory, 6–7 integrating education and social development through, 245–246 leadership and systemic prerequisites for widespread uptake of, 244 in lesson study, 352–355 lessons for practice and policy, 161–162 multi-stakeholder collaboration, mutualism, and shared goals, 90 at national level, 170–171 in New Zealand, 363–364 Njokwe teacher use of, 242–243 organization, 7–8 professional collaboration role in supporting EIP, 219–221 at project level, 171–173 recognizing instances system, 233 school level use of, 236–240 setting stage, 1–2 of standardized assessments types and extent of implementation in Italy, 294–298 use and nonuse of data and research evidence, 263–265 Evidence-informed teaching and leading in Austria, 321–326 educational standards and national performance tests, 322–323 enablers and barriers for, 327–329 ICA, 325 SQA, 325–326 in UAE, 109–110 Evidence-informed teaching system, 64–65 Evidence-use patterns, 2 Experimentation, 53 Expert knowledge, 291–292 Extensive evidence-informed practices in CORE Districts, 21–22 ‘External accountability functioned as barrier to teachers’ evidence use, 42–43 External evaluation (EE), 310, 345 External school evaluation, 300 Facilitated Teacher Training sessions (FTT), 110 Familiarisation, 336 Fatalist, 6, 140, 142 Fatalist Way, 378 Federalism, 126–127 Feelings of distrust, 127–128 #FeesMustFall protests, 229 Flanders within Belgian Federal State, 260–261 in cohesion/social regulation matrix, 262–263 Flemish educational system, 260, 263 Flanders in cohesion/social regulation matrix, 262–263 Flanders within Belgian Federal State, 260–261 main principles of regulation, 261–262 Formal collegiality, 294 Formal data, 178–180 Formal education system in UAE, 108 ‘Fragmented professionalism’ model, 299 Framework for Improving Student Outcomes (FISO), 131 Freedom of education, 261 Funding streams, 83–84 General Law of Education, 155 Geographically diverse system, 125 Germany characteristics of German education system, 176–177 ‘German teachers’ and ‘school leaders’ research engagement and influencing factors, 181–185 lessons for practice and policy, 185–186 research, data and evidence available to German schools, 178–181 Goal-and result-oriented curriculum, 100 Government funding, 366 Grid, 306–307 Group, 306–307 Harmonization, 303–304 Harmonization of education system (HarmoS), 305–306 Head of School, 60–61 Hierarchical coloring, 308 Hierarchist, 6, 37 Hierarchist method, 352 Hierarchist system, 62 Hierarchist Way, 86, 378 Hierarchist Way of school development in Sweden deregulation and re-regulations, 100–101 lessons for practice and policy, 105 origin and development of social hierarchist position, 98–100 social segregation and continued re-regulation, 101–105 High regulation systems, 6 High social cohesion, 366 High-quality academic research, 4 Higher education institutions (HEIs), 276 Hindering factors on use of learning assessments, 159–161 Hong Kong higher education enabling and hindering factors to OBTL, 280–281 OBTL in, 276, 278, 280 quality improvement of teaching and learning, 276 and social cohesion/regulation matrix, 277–278 uniqueness of university governance in, 281–284 Horizontality, 141 Human resource (HR), 327–328 Hybrid model, educational evidence fitting in, 51–52 Immense educational reform program, 108 Impact, 62–63 Implementation Science (IS), 66 Improvement plans, 50 Improvement science in education, 21 In-service teachers, 355 Inclusion/exclusion criteria of studies, 143–144 Index of Community Socio-Educational Advantage (ICSEA), 127 INDIRE, 296 Individual instructors, 276 Individualist, 6 with strong collaborative elements, 365–367 Individualist Way, 263, 268, 277, 378 Individualistic basic structure, 307 Individualistic consumer-based society, 140 Individualistic leadership, 243–244 Informal competence assessments (ICA), 317–318, 325 Informal data, 178–180 Information and communications technology (ICT), 353 Initial Teacher Education (ITE), 70, 72 Innovation, 48, 53 Inquiry-based learning, 310–311 Institute for School Evaluation (INVALSI), 293 Institute of Teachers Act 2004, 213 Institutional autonomy processes, 50, 276 Institutional environment, 20 Institutional facilitators on use of learning assessments, 159–161 Institutional fragmentation, 294 Institutional level, 182–183 Institutional theory, 4–7, 36–38, 48, 63, 130–131, 141, 265, 280–281, 355, 380, 383 application, 204–205 to California context, 24–26 in UAE, 107, 110, 114 Institutionalisation, 48, 344 Instructional improvement, 38, 40–41 use of research, 336 education in and schools, 355–357 monitor systems, 319–320 education and social development EIP, 245–246 Committee of Australian 126 evaluation, 344 Evaluation 344–345 Early Learning and 214 teacher research 353 310–311 decision-making, 296 230 education policy, 74 See also Flemish educational system of system, EIP, 291–292 enablers and barriers to engaging with research, lessons for practice and policy, 299–300 types of EIP and extent of implementation in Italy, 294–298 Best Evidence efforts for data on use on improvement, 358–360 efforts for integrated education in and schools, 355–357 EIP in lesson study, 352–355 lessons for practice and policy, teaching and learning from to education in, 351–352 173 schools, integrated education in, 355–357 K–12 public education in California, 37 366 policies, 140 for Education Research 84, 86, of Law of 155 Law of Quality Assurance of Education, 155 38 25, 27 and systemic prerequisites for widespread uptake of EIP, 244 70, 276 assessments, 159–161 353 OBTL in Hong Kong Higher Education, Learning schooling, 100 353 Learning 170–171 research, 352–353 study, EIP in, 352–355 60 19 and Accountability 37 Educational 51 Leadership social for cohesion, 365–367 169 Management at school level, 307 lessons for practice and policy, school system, Comprehensive Assessment System 201 Department of Elementary and Education Education Reform Act, 199 school system, of Advanced Studies 311 306 66 186 352–353 Ministry of Education education system, 340 Project, 60–61, 64–65 345 collaboration, 90 and system, 125 90 and 127–128 influencing childhood National and Learning 352 National of Education National of School Development 100 National Assessment Program 127 National of National National Development 233 National Education , 126 National Evidence Institute for Education, 214 National Foundation for Educational 62–63 National for Curriculum, 294 National Law and 215 National learning framework, 215 National level research, National performance tests, 322–323 National Quality Framework for Early Childhood Education and National Quality Standards 215 National on Education, 176 National 128 National Program 127 National System of Evaluation 140–141 National System of Teacher 155 304 approach, 140 307 New public management 100, 307 New School Model 108 New South 212 and of teachers, 213–214 evidence and data, influencing childhood New 363–364 barriers, system, 365–367 and evidence-informed practice in, 363–364 education system, and of teachers engagement with research evidence, Act 199 329 217 Ontario and cohesion/regulation matrix, 84–88 EIP in, enablers and barriers to EIP, lessons for practice and policy, 93–94 education systems, 83–84 school system, Ontario and cohesion/regulation matrix, 84–88 Ontario of 85 Ontario Education Research Ontario Education Research Ontario Ministry of Education 83–84 64–65 Law for Improvement of Educational Quality Law on Education development 100 for Economic and Development 4, 304 38 to Student 276 education 276 teaching and learning 276 of OBTL of in Hong Kong higher education, enabling factors, 280–281 hindering factors, in Hong Kong Higher Education, in Hong Kong Higher Education from perspective of institutional theory, 280–281 Strategy on Educational in of Early Childhood 214 system, in education governance, 345 Pedagogical 294 Pedagogical Institute 345 Pedagogical 319 141 See 325–326 funding, 276 framework, 63–64 227 65 framework, 50 levels, 182–183 63 of evidence, 64 226 337 theory, 304 School Law 155 teacher 61–62 319 schools for EducAid, 380 169 collaboration role in supporting EIP, 219–221 Development for 75–76 education, evolving influence of EIP in, 72–73 learning, 69–70, learning 291–292 teacher evidence role in, 217–218 Teacher Accreditation 217 Program Evaluation Program for Learning Program Intended Learning Outcomes 280 See Evaluation Program of School for Student Assessment 352 71 and 201 education in 84–85 management 127–128 school system, education systems, 83–84 69–70 Project, 132 evaluation of 226 studies, 155 308 276 of processes, 69–70 development systems, 318 improvement, of school development plans, of schools, Quality Quality Assurance Committee Quality Assurance System, Quality Education, Quality Improvement and Accreditation System 215 to 200 62 100–101 342 level research, data, 178–180 6, 37, 176–177, 262, 277, 342 characterization of Chilean educational system from and, 153–156 system, 61–62 of Ireland, evidence-informed practice in enablers and barriers for enhancement of EIP in education, 74–77 foundations for, 71–74 lessons for practice and policy, 291–292 capacity, 72 Ed, 62–63 model, research-based education, 310–311 research-based 183–184 of in national curriculum, research-informed practices, 69–70, 309 research-informed 311 research-informed teaching, 276 approach, 372 of in national curriculum, teaching 123–124 practice, 69–70 practice, 69–70 353 use in schools, 130–132 Research 4, 367 Research evidence, in educational decision-making, 83–84 teachers engagement with, collaborative processes, 89 learning cycles, 89 of, evidence-informed practice on of, 93 research for and organization, 89 and 89 and District of teachers, 213–214 154–155 regulation regime 342 regulation regime role for educational change, 342–344 140 project, 376 227 School 21 , 311 School Act, School evaluation 336 policy, 338 School Excellence School improvement, 1–2, 291–292 132 School leaders, 69–70 engagement in EIP 263–267 research engagement and influencing factors, 181–185 School leadership, 53 development School level research, 383 use of evidence-informed practice, 236–240 School Management Committee 382–383 School 140–141 School quality 325–326 School Quality 319 School Reform in Denmark, 168–169 School self-evaluation 70, 341–342 for 48, 260, 338, 342 128–129 19 evaluation, 336 evidence-informed practices applied 74 evolution and expansion of EIP in, 73–74 increase autonomy for, 320 51 quality improvement 21 126–127 Improvement research, 199 improvement project, of State for Education, 60–61 173 school system, 364 1–2 within system, 337 goals, 90 challenge for in, 377 primary schools in, 376 institutional theory, 380–383 lessons for practice and policy, schools in, 376 social cohesion and social regulation, evidence about uses of, 156–157 140–141 Social cohesion, 5–6, 37, 176–177, 277, 380 Social cohesion/regulation matrix, 86, 355 Hong Kong higher education and, 277–278 California 18–20 Social Social hierarchist position, 98–100 Social regulation, social in Australian education, Social 101–105 South African Teachers 229 South African education social cohesion social regulation matrix, South African education system, factors and to EIP in, data and communication 230–232 South African School and Management System 230 South African South African education social cohesion social regulation matrix, factors and to EIP in South African education system, data and communication within South African education system, 230–232 Education 228–230 efforts toward supporting evidence-informed practice, 236 evaluation of state of evidence-informed practice in South Africa, 232–233 evidence-informed practice in context of initial teacher preparation and CPD, 240–242 factors enable and evidence-informed practice, 236 integrating education and social development EIP, 245–246 leadership and systemic prerequisites for widespread uptake of EIP, 244 lessons for practice and policy, recognizing instances of evidence-informed practice in system, 233 school level use of evidence-informed practice, 236–240 of teacher leadership, 243–244 69–70 assessments in Chile, 156–159 73 State educational policies, 25 school improvement 123–124 Data System 206 education, Student Student data, 40–41 306–307 of Education, Development 4 Sweden, 98 Swiss education system, 304 Switzerland, data use, 306 lessons for practice and policy, research and practice, Swiss education system, phonics, 63–64 System for Evaluation of Learning 156 evidence about uses of SEPA, 157–159 48 Support and Improvement 200–201 Teacher 217 critical reflection role in supporting EIP, 218–219 evidence role in proficient teacher accreditation process, 217–218 lessons for practice and policy, influencing childhood professional collaboration role in supporting EIP, 219–221 Teacher Accreditation Act, 212 Teacher Development 62–63 Teacher education, 184–185 and education, 310–311 reform in Ireland, 69–70 Teacher leadership, of, 243–244 evidence, 212 for, Innovation 69–70 accountability, 37–38 300 and of, 213–214 opportunities drawing on research-based practices and supporting use of data, 40–41 charting literature on use of evidence among Chilean teachers, 145–148 27 of regulation on accountability functioned as 42–43 enablers and barriers for teachers to engage with research, 148–149 enablers and barriers to engaging with evidence, engagement in EIP 263–267 engagement with research evidence, evaluation system, evidence-informed at school level, 36 German teachers’ research engagement and influencing factors, 181–185 110 institutional theory, 38 as of cohesion improvement efforts and within functioned as lessons for practice and policy, teacher performance on EIP, 171–173 244 professional 184–185 173 in 53 use of evidence, 38–39 use of evidence for teaching practice among Chilean teachers, 142–144 Research 74 70, 276 OBTL in Hong Kong Higher Education, standards, Teaching and Learning 280 Teaching and Learning Teaching and Learning Research as approach, 364 Teaching 72 Teaching for Effective Learning framework, 131 140 304 accountability 61–62 of 229 of School 293 227 74 approach, 64 64 27 180–181 system with two distinct procedures’ complementarity, 344–345 United of social cohesion/social regulation institutional theory, educational context of, 108–109 educational evidence-informed teaching in, 109–110 lessons for and practice, 329 of Teacher Education, 304 Accountability 282–283 Committee evidence-based practices in institutional to California context, 24–26 evidence-informed practices in CORE Districts, 21–22 extent of evidence use in school system, 20–21 lessons for practice and policy, California on social cohesion/regulation matrix, 18–20 evidence-based practices in of evidence, 200 characteristics, 183 learning, 364 to planning, 380–383 evidence, research 371–372 306 352–353 of and Learning 201 140 African Senior School 376 education, for education, 62–63 Ed, 62–63 teachers, for, 358–360 from about to Evidence-Informed Hierarchist in The California Context 2 of Evidence to Cohesion, and Accountability in California and The Catalan Way of Evidence-Informed Educational Practice 4 Evidence-Informed Teaching in Evidence-Informed Practice in Context of of 6 and Evidence-Informed Practice in Case from Ontario The Hierarchist Way of School Development in Sweden Evidence-Informed Teaching Practice in United 2 Fatalist Evidence-Informed Practice in Australian Education Competitive Review of Evidence in Chile Evidence-Informed Practice of The Case of Chile Evidence-Informed Practice in Denmark The Engagement of Teachers and School with Data, Evidence and Research in Germany Evidence-Informed Practice in Analysis Teacher Accreditation in New South The of for Evidence-Informed Practice Evidence-Informed Practice in South African of and Individualist and for Evidence-Informed Practice in Autonomous and Decentralized Educational Belgium 18 Teaching and Learning in Hong Kong Higher Education 19 Evidence-Informed Practice in Education 20 Individualist with 4 Egalitarian 21 Evidence-Informed Practice in Austrian Education 22 The of Evidence on Development and School Improvement in Cyprus 23 of Evidence-Informed Practice on and Leadership in 24 Evidence-Informed Practice in New 25 Evidence-Informed Practice in School Improvement in School Case in Index

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