Skip to main content

Research Repository

Advanced Search

Professor TOBY GREANY's Outputs (6)

Schools Partnership Programme: Evaluation Report (2023)
Report
Godfrey, D., Anders, J., Stoll, L., Jerrim, J., Munoz Chereau, B., McGinity, R., & Greany, T. (2023). Schools Partnership Programme: Evaluation Report. London: Education Endowment Foundation

Local learning landscapes: exploring coherence, equity and quality in teacher professional development in England (2023)
Report
Greany, T., Noyes, A., Gripton, C., Cowhitt, T., & Hudson, G. (2023). Local learning landscapes: exploring coherence, equity and quality in teacher professional development in England. Wellcome

Ensuring that all teachers engage in high-quality Continuing Professional Development and Learning (CPDL) has long been a policy priority in school systems worldwide, given evidence that this can lead to improvements in teaching quality and, thereby,... Read More about Local learning landscapes: exploring coherence, equity and quality in teacher professional development in England.

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 about Hierarchy, markets and networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools.

Multi-academy trusts: do they make a difference to pupil outcomes?: supplementary statistical analysis for the report Hierarchy, markets and networks: analysing the 'self-improving school-led system' agenda in England and the implications for schools (2018)
Report
Bernardinelli, D., Rutt, S., Greany, T., & Higham, R. (2018). Multi-academy trusts: do they make a difference to pupil outcomes?: supplementary statistical analysis for the report 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

Independent-State School Partnerships: An initial review of evidence and current practices (2017)
Report
Lucas, B., Stoll, L., Greany, T., Tsakalaki, A., & Nelson, R. (2017). Independent-State School Partnerships: An initial review of evidence and current practices. Tony Little Centre for Innovation and Research in Learning at Eton College

Over the last two decades there has been growing interest in independent-state school partnerships (ISSPs). The term is currently used to refer to arrangements between two or more schools which include at least one independent and one state school. I... Read More about Independent-State School Partnerships: An initial review of evidence and current practices.

Conflicts of interest in academy sponsorship arrangements (2014)
Report
Greany, T., & Scott, J. (2014). Conflicts of interest in academy sponsorship arrangements. London: House of Commons Education Select Committee

This study was commissioned by the Education Select Committee to assess conflicts of interest in academy trusts and sponsorship arrangements. The research informed the Committee’s inquiry into academies and free schools (2015). The research involved... Read More about Conflicts of interest in academy sponsorship arrangements.