Brown, C;
Greany, T;
(2018)
The Evidence-Informed School System in England: Where Should School Leaders Be Focusing Their Efforts?
Leadership and Policy in Schools
, 17
(1)
pp. 115-137.
10.1080/15700763.2016.1270330.
Preview |
Text
Brown_LPIS CBTG.pdf - Accepted Version Download (462kB) | Preview |
Abstract
This article examines the impetus for schools to engage 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 evidence-informed self-improvement.
| Type: | Article |
|---|---|
| Title: | The Evidence-Informed School System in England: Where Should School Leaders Be Focusing Their Efforts? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/15700763.2016.1270330 |
| Publisher version: | http://dx.doi.org/10.1080/15700763.2016.1270330 |
| Language: | English |
| Additional information: | © 2017 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in the Leadership and Policy in Schools on 18 January 2017, available online: http://www.tandfonline.com/10.1080/15700763.2016.1270330. |
| 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 |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1515837 |
Archive Staff Only
 |
View Item |
