All Outputs (4)

Evidence-informed innovation in schools: aligning collaborative research and development with high quality professional learning for teachers (2017)
Journal Article
Greany, T., & Maxwell, B. (2017). Evidence-informed innovation in schools: aligning collaborative research and development with high quality professional learning for teachers. International Journal of Innovation in Education, 4(2/3), 147-170. doi:10.1504/ijiie.2017.088095

Innovation efforts in schools commonly wrestle with two challenges: how to secure ownership of change among teachers and how to ensure that improvements are based on evidence. This paper draws on findings from a two-year collaborative research and de... Read More about Evidence-informed innovation in schools: aligning collaborative research and development with high quality professional learning for teachers.

Introduction - School Leadership and Education System Reform (2017)
Book Chapter
Greany, T., & Earley, P. (2017). Introduction - School Leadership and Education System Reform. . London: Bloomsbury

This edited collection explores current models for school system reform and the leadership implications that emerge. It revolves around a paradox and a quest. The paradox reflects the competing demands at the heart of policy in many school systems –... Read More about Introduction - School Leadership and Education System Reform.

Collaboration, partnerships and system leadership across schools (2017)
Book Chapter
Greany, T. (2017). Collaboration, partnerships and system leadership across schools. In School Leadership and Education System Reform. London: Bloomsbury Publishing

This chapter focusses on the development of school-to-school support, networks and partnerships and the leadership practices associated with these, focussing in particular on developments in England. It aims to ● analyse the rationale for school par... Read More about Collaboration, partnerships and system leadership across schools.

The evidence-informed school system in England: where should school leaders be focusing their efforts? (2017)
Journal Article
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. doi:10.1080/15700763.2016.1270330

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