Professor TOBY GREANY's Outputs (4)

The role of school leaders in reform (2020)
Preprint / Working Paper
GREANY, T. (2020). The role of school leaders in reform

School leaders sit at the fulcrum of educational reform initiatives. This is particularly the case in decentralised school systems in which schools have relatively high levels of autonomy, or decision-making rights, in relation to operational and ins... Read More about The role of school leaders in reform.

Self-policing or self-improving?: analysing peer reviews between schools in England through the lens of isomorphism (2020)
Book Chapter
Greany, T. (2020). 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 implications (71-94). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-030-48130-8_4

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 about Self-policing or self-improving?: analysing peer reviews between schools in England through the lens of isomorphism.

The context and challenges of contemporary school leadership (2020)
Book Chapter
Earley, P., & Greany, T. (2020). The context and challenges of contemporary school leadership. In Sustaining Depth and Meaning in School Leadership (41-56). Taylor & Francis (Routledge). https://doi.org/10.4324/9781003015901-2

In chapter 2, Peter Earley and Toby Greany provide an overview of current theories and trends within school leadership and the history behind them, drawing upon a range of recent research, including their own. They argue that, although there is no wi... Read More about The context and challenges of contemporary school leadership.

Place-based governance and leadership in decentralised school systems: evidence from England (2020)
Journal Article
Greany, T. (2022). Place-based governance and leadership in decentralised school systems: evidence from England. Journal of Education Policy, 37(2), 247-268. https://doi.org/10.1080/02680939.2020.1792554

Relatively few studies have explored the ways in which 'middle tier' institutional arrangements in education, such as school districts and local authorities, are responding to New Public Management reforms characterized by centralization, decentraliz... Read More about Place-based governance and leadership in decentralised school systems: evidence from England.