On the first Saturday after school opened in September 2013, over 500 British educators, policy wonks, and researchers came to Dulwich College simply to “talk, listen and learn.” With the support of former UK policy advisor Sam Freedman and The Guardian columnist Ben Goldacre, the incipient movement took-off and spread across Britain. The movement founder, Tom Bennett, who ran Soho night clubs before entering teaching, became its passionate emissary and pied piper, sponsoring follow-up events in York and Birmingham. When both were sell-outs, researchED began to develop even more expanding throughout 2014 , far beyond the wildest dreams of its pioneers.
Tom Bennett and ResearchEd have tapped into the creativity, energy and ideas of regular teachers and “ideas people’ from outside the normal cloistered world of academe and the “fad-prone” educational bureaucracy. While accepting the critical value of “educational experience,” Tom and his supporters see “huge areas” that are “amenable to scientific investigation” utilizing insights from other subject disciplines, not just psychology. “It’s time teachers started insisting upon evidence,” Tom declares, “before being expected to accept every claim and magic bullet sent their way. It’s time for a quiet revolution.”
The ResearchEd movement has not only expanded, but amassed considerable brainpower — mostly from outside the established OECD Education circles. Surveying the ResarchEd contributors, now numbering well over 60 individuals, it’s a very eclectic, diverse group of thinkers ranging from Founder and Chief Executive of the Teacher Development Trust David Weston and Times Education Supplement editor Ann Mroz to Science Education specialist Mary Whitehouse and well-known Head Teacher Tom Sherrington.
The UK’s Teacher Conference success story of 2014 comes to the USA in early May of 2015. The first North American ResearchEd conference will be on Saturday May 2, 2015 at the Riverside School in the Bronx area of New York City. One look at the line-up of speakers and you can see that it will be a ground-breaking day for teachers, academics, and anyone interested in finding out what the latest research really says about how to improve classrooms and schools. Some of America’s and the UK’s most prominent thought leaders, academics and educators will be there, very few of whom were invited to the recent ISTP2015 Conference in Banff, Alberta, dominated by education ministers, union leaders, and hand-picked ‘friendlies.’
One example of ResearchED’s iconoclastic spirit appeared in the April Issue of its online magazine. “Only one in ten education reforms,” Gemma Ware of The Conversation reported, is ever “analyzed for their impact.” Based upon an OECD study covering 34 member countries from 2008 to 2013, that was worth reporting. So was OECD education director Andreas Schleicher’s comment that the education world needs a “more systematic and evidence-based approach to reforms.” Most significantly, Finnish education guru Pasi Sahlberg is quoted as conceding that education authorities have little appetite for spending more studying “failure.”
In today’s education world, ResearchED is a breath of fresh air with a commitment to bringing the UnConference to the neglected field of education policy research. Inspired partly by the progressive EdCamp movement. it may pose a threat to the ‘usual suspects’ like education experts Michael Fullan, Andy Hargreaves, and Pasi Sahlberg who tend to identify trends, feed-off one another, and tap into the educational treasure chest of OECD Education and state education authorities. Not to mention plowing those resources into the very traditional pedantic, OISE-centred graduate student KMb (Knowledge Mobilization) research movement. What’s appealing about Tom Bennett’s grassroots insurgency is it’s cheekiness and willingness to tilt at the windmills propelling the modern education state.
Does the ResearchED movement have the potential to challenge popular ‘fads and fetishes’ that constantly wash over public education? Can regular teachers be engaged in assisting to develop research-based, workable solutions to the system’s chronic problems? Will Tom Bennett’s little ‘quiet revolution’ move beyond simply stirring the pot? Will the North American education establishment even notice the little disturbance in the Bronx?