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Evidence-informed innovation in schools: aligning collaborative Research and Development with high quality professional learning for teachers

Greany, T; Maxwell, B; (2017) Evidence-informed innovation in schools: aligning collaborative Research and Development with high quality professional learning for teachers. International Journal of Innovation in Education , 4 (2-3) 10.1504/IJIIE.2017.088095. Green open access

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Abstract

Innovation efforts in schools commonly wrestle with two challenges: how to secure ownership of change among teachers and how to ensure that improvements are based on evidence. This paper draws on findings from a two-year collaborative research and development (R&D) project in England which involved 66 school clusters (teaching school alliances (TSAs)) in implementing and evaluating school-based innovations and a separate umbrella review of evidence on effective continuous professional development and learning (CPDL) for teachers. We find that collaborative R&D can enhance the ownership of change among participating teachers and ensure that innovations are based on evidence. We define a framework for integrating R&D and CPDL which could enable evidence-informed improvement to be scaled up, impacting on all staff. Drawing on Winch et al.'s (2015) model of teachers' professional knowledge we argue that the proposed framework could enhance the potential for teaching to be accepted as an "evidence-informed professional endeavour".

Type: Article
Title: Evidence-informed innovation in schools: aligning collaborative Research and Development with high quality professional learning for teachers
Open access status: An open access version is available from UCL Discovery
DOI: 10.1504/IJIIE.2017.088095
Publisher version: https://doi.org/10.1504/IJIIE.2017.088095
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: schools, teachers, leadership, change, innovation, evidence-informed practice, research and development, R&D, continuous professional development and learning, CPDL
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/1558756
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