Editorial: The role of evidence in developing effective educational inclusion

Goldacre (2013) somewhat provocatively laid down the claim that education lags behind other disciplines in terms of its use of research evidence. Given Schon's (1983) critique of technical rationalism across the professions, whether Goldacre's claim is true or not remains open to question, but nevertheless the question of how education is anchored to evidence is very much on the agenda. A range of policy initiatives internationally have focused on how schools and teachers can be supported to engage with research evidence, such as the What Works Clearing House initiative (NCEE, n.d.)