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The evidence-informed school system in England: where should school leaders be focusing their efforts?

Brown, Chris; Greany, Toby

Authors

Chris Brown



Abstract

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.

Journal Article Type Article
Acceptance Date Sep 1, 2016
Online Publication Date Jan 18, 2017
Publication Date Jan 2, 2018
Deposit Date Dec 6, 2018
Journal Leadership and Policy in Schools
Print ISSN 1570-0763
Electronic ISSN 1744-5043
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 17
Issue 1
Pages 115-137
DOI https://doi.org/10.1080/15700763.2016.1270330
Public URL https://nottingham-repository.worktribe.com/output/1379157
Publisher URL https://www.tandfonline.com/doi/full/10.1080/15700763.2016.1270330
Additional Information Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=nlps20