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How Can School Leaders Establish Evidence-Informed Schools: An Analysis Of The Effectiveness Of Potential School Policy Levers

Brown, C; Zhang, D; (2016) How Can School Leaders Establish Evidence-Informed Schools: An Analysis Of The Effectiveness Of Potential School Policy Levers. Educational Management, Administration and Leadership , 45 (3) pp. 382-401. 10.1177/1741143215617946. Green open access

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Abstract

This paper has 3 aims: first it examines the notion of evidence-informed practice and its benefits, as well as recent educational policy designed to promote schools’ use of evidence. Second, the paper examines four distinct but overlapping and interdependent factors that school leaders need to consider if they wish to establish evidence-informed practice within their school. These factors are: 1) the existence of teacher capacity to engage in and with research and data; 2) school cultures that are attuned to evidence use; 3) schools promoting the use of research as part of an effective learning environment; and 4) the existence of effective structures, system and resource that facilitate research-use and the sharing of best practice. We then describe how the papers’ authors undertook a survey of 696 practitioners in relation to these factors. Also how, with the resultant data we built a Gradient Boosted Tree predictive model to examine the potential policy levers available to school leaders wishing to promote evidence use in their schools. We conclude the paper by setting out which of these factors is most likely to increase both support for evidence informed change within schools as well as boost instances of evidence informed practice by teachers.

Type: Article
Title: How Can School Leaders Establish Evidence-Informed Schools: An Analysis Of The Effectiveness Of Potential School Policy Levers
Open access status: An open access version is available from UCL Discovery
DOI: 10.1177/1741143215617946
Publisher version: http://dx.doi.org/10.1177/1741143215617946
Language: English
Additional information: Copyright © The Author(s) 2016.
Keywords: evidence-informed practice, evidence use, knowledge mobilization, prediction models, school leadership, self-improving school system
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/1476692
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