The Evidence Informed School System in England: Where Should School Leaders Be Focusing Their Efforts?

International Journal of Education Policy and Leadership

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Field Value
 
Title The Evidence Informed School System in England: Where Should School Leaders Be Focusing Their Efforts?
 
Creator Brown, Chris
Greany, Toby
 
Subject Leadership; Research Use; Education; Policy
Self-improving school system; leadership; research use; knowledge mobilisation; evidence-informed practice
 
Description This article examines the impetus for schools to engage both in and with evidence in England’s self-improving school system. It begins with an examination of how the education policy environment has changed, shifting from predominantly top down approaches to school improvement to the current government’s focus on schools themselves sourcing and sharing effective practice to facilitate system-level change. The article then explores some of the key factors likely to determine whether schools engage in meaningful evidence use, before analyzing survey data from 696 primary school practitioners working in 79 schools. The article concludes by highlighting where schools appear to be well- and under-prepared for a future of evi- dence-informed self-improvement.
 
Publisher IJEPL is a joint publication of PDK International, SFU, and GMU
 
Contributor
 
Date 2017-09-07
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion

Quantitative
 
Format application/pdf
 
Identifier http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/734
10.22230/ijepl.2017v12n3a734
 
Source International Journal of Education Policy and Leadership; Vol 12, No 3 (2017): The Evidence Informed School System in England: Where Should School Leaders Be Focusing Their Efforts?
1555-5062
 
Language eng
 
Relation http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/734/171
 
Rights Copyright (c) 2017 Chris Brown, Toby Greany
http://creativecommons.org/licenses/by-sa/4.0
 

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