It is all about evidence these days. The Covid-19 pandemic has seen significant arguments about what “the science” is really telling us and how we should respond in policy and practice. We’ve seen government ministers presenting us with graphs and our news has been full of numbers and statistics.
None of this is new. In education, we have seen increasing calls for teachers and school leaders to embrace research-informed practice. But there is something missing. Most of the discussions, and the books published over recent years, have focused on methods of teaching and subject-specific curriculum development. As a pastoral leader, I have become increasingly aware of a lack of focus on pastoral matters in debate about research-based and evidence-informed teaching.
Register Now to Continue Reading
Thank you for visiting Children & Young People Now and making use of our archive of more than 60,000 expert features, topics hubs, case studies and policy updates. Why not register today and enjoy the following great benefits:
What's Included
-
Free access to 4 subscriber-only articles per month
-
Email newsletter providing advice and guidance across the sector
Already have an account? Sign in here
