Stephen Gorard is Professor of Education and Public Policy at Durham University, UK and a Fellow of the Academy of Social Sciences.

• Section 1: Introduction to need for better evidence.  Chapter 1: Why we need better use of good evidence in education.  Chapter 2: The importance of providing evidence in education from rigorous evaluations.  Chapter 3: The global evidence and architecture in health and education: a comparative scorecard.  Chapter 4: What we know already about the best ways to get evidence into use in education.  Section 2: Experiences of different routes to evidence use.  Chapter 5: Hearts and minds: The Research Schools Network: from evidence to engagement.  Chapter 6: The development and worldwide impact of the Teaching and Learning Toolkit.  Chapter 7: Why is it difficult to get evidence into use?  Chapter 8: Generating research evidence in teaching practice: Can teachers lead randomised control trials in education?  Section 3: Engagement with impact in different phases of education.  Chapter 9: First two years at school: Evidence-based policy for early childhood education in Brazil.  Chapter 10: Resarch into practice: The case of classroom formative assessment.  Chapter 11: Engagement and impact in addressing and overcoming educational disadvantage.  Chapter 12: The use of evidence from research on contextualised admissions to widen access to Scottish universities.  Section 4: The role of leadership in evidence uptake.  Chapter 13: Is distributed leadership an effective approach for mobilising research-informed innovation across professional learning networks? Exploring a case from England.  Chapter 14: The opportunities and challenges of leaders using evidence in education.  Section 5: Suggestions for next steps in evidence use.  Chapter 15: Towards a better understanding of quality of evidence use.  Chapter 16: Where next for improving the use of good evidence.

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