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Balancing the needs of policy and practice, while remaining authentic: an analysis of leadership and governance in three national school leadership colleges (2018)
Journal Article
Greany, T. (in press). Balancing the needs of policy and practice, while remaining authentic: an analysis of leadership and governance in three national school leadership colleges. Cylchgrawn Addysg Cymru / Wales Journal of Education, ISSN 2059-3708

The contribution that school leadership can make to school and teacher quality - and thereby to pupil learning - is widely recognised. Pressures on school leaders have increased in recent years, as a result of increased accountability and higher expe... Read More

Hierarchy, markets and networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools (2018)
Report
Greany, T., & Higham, R. (2018). Hierarchy, markets and networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools. London: Nuffield Foundation and Education Development Trust

This report analyses how schools in England have interpreted and begun to respond to the government’s ‘self-improving school-led system’ (SISS) policy agenda, an overarching narrative for schools policy since 2010 that encompasses an ensemble of refo... Read More

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

Innovation is possible, it’s just not easy: improvement, innovation and legitimacy in England’s autonomous and accountable school system (2016)
Journal Article
Greany, T. (2018). Innovation is possible, it’s just not easy: improvement, innovation and legitimacy in England’s autonomous and accountable school system. Educational Management Administration and Leadership, 46(1), 65-85. doi:10.1177/1741143216659297

This article reviews the literature and explores the institutional and systemic factors that help and/or hinder change and innovation across school systems, with a focus on evidence from England. A number of authors have argued that schools and schoo... Read More

Rebels against the system: leadership agency and curriculum innovation in the context of school autonomy and accountability in England (2016)
Journal Article
Greany, T., & Waterhouse, J. (2016). Rebels against the system: leadership agency and curriculum innovation in the context of school autonomy and accountability in England. International Journal of Educational Management, 30(7), 1188-1206. doi:10.1108/ijem-11-2015-0148

Purpose – This paper describes and analyses the development of school autonomy, school leadership and curriculum innovation in England over the past forty years. It provides a baseline picture for the wider international study on school autonomy and... Read More