The evidence-informed school system in England: where should school leaders be focusing their efforts?
The evidence-informed school system in England: where should school leaders be focusing their efforts?
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.
115-137
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Greany, Toby
fb73202c-d53c-4f9e-91ba-a214b31c54dc
2 January 2018
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Greany, Toby
fb73202c-d53c-4f9e-91ba-a214b31c54dc
Brown, Chris and Greany, Toby
(2018)
The evidence-informed school system in England: where should school leaders be focusing their efforts?
Leadership and Policy in Schools, 17 (1), .
(doi:10.1080/15700763.2016.1270330).
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.
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Published date: 2 January 2018
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© 2018 Taylor & Francis.
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Local EPrints ID: 494184
URI: http://eprints.soton.ac.uk/id/eprint/494184
ISSN: 1570-0763
PURE UUID: cf094b65-ffdf-4828-a893-0c75008b2947
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Date deposited: 26 Sep 2024 16:50
Last modified: 01 Oct 2024 02:11
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Author:
Chris Brown
Author:
Toby Greany
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