How effective is the research and development ecosystem for England’s schools?
How effective is the research and development ecosystem for England’s schools?
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.
Evidence-informed practice, Knowledge-mobilization, Research-engaged schools, Self-improving system
136-151
Godfrey, David
a2492d5f-9fdf-42c8-9d62-71f1f249d646
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
27 March 2018
Godfrey, David
a2492d5f-9fdf-42c8-9d62-71f1f249d646
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Godfrey, David and Brown, Chris
(2018)
How effective is the research and development ecosystem for England’s schools?
London Review of Education, 16 (1), .
(doi:10.18546/LRE.16.1.12).
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.
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Published date: 27 March 2018
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Publisher Copyright:
© 2018 Godfrey and Brown.
Keywords:
Evidence-informed practice, Knowledge-mobilization, Research-engaged schools, Self-improving system
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Local EPrints ID: 493689
URI: http://eprints.soton.ac.uk/id/eprint/493689
ISSN: 1474-8460
PURE UUID: fbca2b62-b753-4224-859f-dfa3e1f0a00a
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Date deposited: 10 Sep 2024 16:56
Last modified: 11 Sep 2024 02:43
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Author:
David Godfrey
Author:
Chris Brown
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