Godfrey, D;
Brown, C;
(2018)
How effective is the research and development ecosystem for England's schools?
London Review of Education
, 16
(1)
pp. 137-153.
10.18546/LRE.16.1.12.
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Abstract
This article examines the role of research and development within England's school system. From a range of literature past and present we argue that six features (three dimensions) should form the focus for action at the institutional, systemic and policy levels. Applying these stress tests to the current system, we suggest that an effective ecosystem of research-informed schools is as yet not being fully realized. We argue that the keys to improving this are to change the structures, cultures and incentives that bridge the research–practice divide, and to align accountability arrangements to allow schools to learn through enquiry.
| Type: | Article |
|---|---|
| Title: | How effective is the research and development ecosystem for England's schools? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.18546/LRE.16.1.12 |
| Publisher version: | https://doi.org/10.18546/LRE.16.1.12 |
| Language: | English |
| Additional information: | Copyright © 2018 Godfrey and Brown. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | research-engaged schools; knowledge-mobilization; evidence-informed practice; self-improving system |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10042391 |
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