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
Date
In publication
Volume
17
Issue
1
Pages
115-137
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Primary national context
ISSN
1570-0763
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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