All Outputs (3)

The role of school leaders in reform (2020)
Working Paper
GREANY, T. (2020). The role of school leaders in reform

School leaders sit at the fulcrum of educational reform initiatives. This is particularly the case in decentralised school systems in which schools have relatively high levels of autonomy, or decision-making rights, in relation to operational and ins... Read More about The role of school leaders in reform.

Self-policing or self-improving?: analysing peer reviews between schools in England through the lens of isomorphism (2020)
Book Chapter
Greany, T. (2020). Self-policing or self-improving?: analysing peer reviews between schools in England through the lens of isomorphism. In School peer review for educational improvement and accountability: Theory, practice and policy implications (71-94). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-030-48130-8_4

Peer reviews are not compulsory for schools in England, but they have become increasingly common in recent years. There is no single model for how peer reviews operate, but they generally involve staff from at least one other school in reviewing pra... Read More about Self-policing or self-improving?: analysing peer reviews between schools in England through the lens of isomorphism.

Place-based governance and leadership in decentralised school systems: evidence from England (2020)
Journal Article
Greany, T. (2022). Place-based governance and leadership in decentralised school systems: evidence from England. Journal of Education Policy, 37(2), 247-268. https://doi.org/10.1080/02680939.2020.1792554

Relatively few studies have explored the ways in which 'middle tier' institutional arrangements in education, such as school districts and local authorities, are responding to New Public Management reforms characterized by centralization, decentraliz... Read More about Place-based governance and leadership in decentralised school systems: evidence from England.