In the United Kingdom education research has had an uneasy relationship with successive Governments particularly in England. We asked Emeritus Professor John MacBeath and Professor Maurice Galton of Cambridge University to give some thoughts on the recent history of the fate of education research commissioned by the English Government particularly in relation to reforms of pedagogy and the curriculum. Both John and Maurice are global leaders in research on school self-evaluation and leadership and primary education.
We believe that this area of exploration is vital for the teaching profession globally since governments are increasingly claiming that their education reforms are based on research evidence drawn both from other countries and from international studies. We would like this to be the first in a series. We want to hear from you about the use of evidence in education policy making and whether it is being used partially, as simply a weapon to impose politically motivated reforms, or whether it used as the basis for genuinely improving learning by governments and teachers alike.