ERIC Number: EJ1172539
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
The Evidence-Informed School System in England: Where Should School Leaders Be Focusing Their Efforts?
Brown, Chris; Greany, Toby
Leadership and Policy in Schools, v17 n1 p115-137 2018
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.
Descriptors: Foreign Countries, Educational Improvement, Educational Policy, Educational Change, Evidence Based Practice, Elementary Schools, Educational Environment, Norms, Research Utilization, Control Groups, Questionnaires
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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