Evidence for Learning: Better outcomes in schools – not rocket science but implementation science

Better outcomes in schools – not rocket science but implementation science

Understanding the role implementation plays in improving student outcomes through evidence based approaches in schools.

A new report commissioned by Evidence for Learning and conducted by the Centre for Evidence and Implementation (CEI) has reviewed studies from around the world covering implementation in schools. The academic report and its summary of key findings is a first of its kind in Australia, identifying crucial elements of implementation that ensure approaches are given their greatest chance to improve outcomes for students.

Blog •2 minutes •

CEI is an independent non-profit organisation focused on science-based innovations. They have partnered with Evidence for Learning, also an independent non-profit organisation with a focus on evidence-based practice in education to make the newly emerging field of implementation science available to school educators in practical and useful forms.

High quality implementation of educational approaches can have a significant impact on improving students’ outcomes. In Australia, there is very little research on the implementation of practices and approaches in real-world classrooms and school settings.

As Robyn Mildon PhD, Executive Director, Centre for Evidence and Implementation said:

A scoping review of academic studies was conducted to gain a better understanding of the role of implementation plays in improving outcomes for students through evidence based approaches in schools.

This report reveals four major indicators of implementation quality; dosage (participation in certain activity), fidelity (ongoing support), quality of implementation (support from principals) and acceptability (teachers’ participation and attitudes to that activity) that influence students’ outcomes and teachers’ attitudes and practices. The report has identified that when implementing an educational approach, providing ongoing support to teachers through coaching, workshops, and supervision has shown to have a substantial impact on student outcomes. The Principal supporting the approach was also found to have a significant impact.

Matthew Deeble, Director of Evidence for Learning said:

The application of implementation science in education is emerging as a field of interest in Australia and working with the Centre for Evidence and Implementation, this scoping review will give researchers and educators a better understanding on the role it can play in improving students learning.’