Rob Coe, Director of Research and Development, Evidence-Based Education, UK
Stuart Kime, Director of Education, Evidence-Based Education, UK
The existence of this issue, and indeed of the Impact journal itself, is evidence of a depth and breadth of practitioner engagement with research evidence that is wonderful to see. Class teachers, school leaders, and those who work directly with them to support their development, are engaging with research, applying it to practical questions, developing high levels of expertise in their knowledge of the findings and methods of educational research, and effectively sharing their reflections and insights. To us, all of this feels new, important and exciting. However, let us sound a note of caution. We know that engagement with research is not enough. A number of programmes – including one in which both of us contributed to the design and delivery (Wiggins et al., 2019) – have evaluated the impact of enhancing teachers’ and school leade
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