The Evidence-Informed School System in England: Where Should School Leaders Be Focusing Their Efforts?

Item

Title

The Evidence-Informed School System in England: Where Should School Leaders Be Focusing Their Efforts?

Abstract/Description

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.

Author/creator

Brown, Chris

Greany, Toby

Date

2018

In publication

Leadership and Policy in Schools

Volume

17

Issue

1

Pages

115-137

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Primary national context

England

ISSN

1570-0763

DOI

10.1080/15700763.2016.1270330

URL

Official Publisher's Webpage (Taylor & Francis)

Full-text PDF Shared by Author (ResearchGate)

Citation

Brown, C., & Greany, T. (2018). The Evidence-Informed School System in England: Where Should School Leaders Be Focusing Their Efforts? Leadership and Policy in Schools, 17(1), 115–137. https://doi.org/10.1080/15700763.2016.1270330

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