ERIC Number: EJ1154174
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
The Evidence Informed School System in England: Where Should School Leaders Be Focusing Their Efforts?
Greany, Toby; Brown, Chris
International Journal of Education Policy and Leadership, v12 n3 2017
This article examines the impetus for schools to engage both 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.
Descriptors: Foreign Countries, Evidence, Educational Improvement, Educational Change, Educational Practices, Educational Policy, Fundamental Concepts, Evidence Based Practice, Likert Scales, Elementary School Teachers, Teacher Surveys
PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A