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Self-policing or self-improving?: analysing peer reviews between schools in England through the lens of isomorphism (2019)
Book Chapter
Greany, T. (in press). 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 implicationsSpringer

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

Approaches to scaling innovations across schools: an analysis of key theories and models (2019)
Book Chapter
Greany, T. (in press). Approaches to scaling innovations across schools: an analysis of key theories and models. In Encyclopaedia of Educational InnovationSpringer

The question of how to scale up successful innovations remains a key challenge for policy and practice in education (Hall, 2013). This article outlines three established ‘schools of thought’ around how to scale up successful innovations. The first... Read More

The pedagogical logics of arts-rich schools: a Bourdieusian analysis (2019)
Journal Article
Thomson, P., Hall, C., Earl, L., & Geppert, C. (2019). The pedagogical logics of arts-rich schools: a Bourdieusian analysis. British Journal of Sociology of Education, 40(2), 239-253. https://doi.org/10.1080/01425692.2018.1554474

The arts are under threat in English schools. But some schools and teachers work against the trend. To understand how they continue to offer rich arts experiences to students, we bring Bourdieusian thinking to arts teacher practices that were common... Read More

Subject choice as everyday accommodation/resistance: why students in England (still) choose the arts (2018)
Journal Article
Thomson, P., Hall, C., Earl, L., & Geppert, C. (2018). Subject choice as everyday accommodation/resistance: why students in England (still) choose the arts. Critical Studies in Education, doi:10.1080/17508487.2018.1525754

High school students are expected to make choices about which subjects they study. These choices are not completely open but steered by what is on offer, previous achievement and conversations with teachers, family and friends; choices are patterned... Read More