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above. The problematic term here is "evidence", since there is no consensus within the domainof education about what this is in reality. In this thesis, I am arguing strongly that there isevidence of a theoretical framework in the structured narration of illustrative moments in mycareer - a phenomenological and relativist perspective. Leask (2004, 2010), at the other end ofthe epistemological continuum insisted that those of us working on the TTRB only includeprojects, objects or articles which disseminated the outcomes of quantitative, positivist researchand development programmes. Only this, would she tolerate as 'evidence' and referred to it as'theory'. Indeed, for Leask, theory and fact were interchangeable. I am less convinced, because.I learned from Polanyi (1962) that facts are those things that a self warrants to be true, with theexception perhaps of 'pure' mathematical phenomena. Evidence is assembled by the believer to'verify' the facts they wish to promote such that the earth was once believed to be flat by ahuman race yet to view it from a distance. Facts can be, therefore socially-constructed just aseasily as they can be the outcome of 'scientific research'. Theory, it seems to me, exists at anepistemological stage before fact.By way of illustration here, I would point to the use of statistical performance data derived fromorganisations like the Fischer Family Trust. This is accessible online and requires teachers todeploy a number of Information Technology (IT) skills such as the manipulation of data in MSExcel. Teachers are encouraged to make judgements about their pupils’ progress from this data,to plan future learning episodes arising from it and thus to ‘improve’ their own practice. Thoseadopting a modus operandi in keeping with Leask's epistemological perspective will argue thatthese data represent facts about children's performance since they are statistically proven andthus quantifiably reliable. I would argue that whilst they are presented as 'fact', they can onlyever be the outcome of arguably unreliable testing methods, such as the computation of a rangeof contestable data, like the mean IDACI 70 outcomes for a school, with potentially subjective287Simon Hughes Ph.D. Thesis (October 2012)