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.