Professor TOBY GREANY's Outputs (5)

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

Leadership across partnerships and networks (2023)
Book Chapter
Greany, T. (2023). Leadership across partnerships and networks. In P. A. Woods, A. Roberts, M. Tian, & H. Youngs (Eds.), Handbook on Leadership in Education (143-156). Edward Elgar Publishing. https://doi.org/10.4337/9781800880429.00017

This chapter focuses on leadership across inter-school partnerships and networks. It argues that existing research and policy has prioritised a focus on leadership within individual schools, but that this is insufficient in the context of contemporar... Read More about Leadership across partnerships and networks.

Storytelling With Networks: Realizing the Explanatory Potential of Network Diagrams Through the Integration of Qualitative Data (2023)
Journal Article
Cowhitt, T., Greany, T., & Downey, C. (2023). Storytelling With Networks: Realizing the Explanatory Potential of Network Diagrams Through the Integration of Qualitative Data. International Journal of Qualitative Methods, 22, https://doi.org/10.1177/16094069231189369

Network visualizations are alluring yet deceptively difficult to interpret. This article demonstrates several strategies for integrating qualitative data into interactive network diagrams for the purposes of providing contextual information about act... Read More about Storytelling With Networks: Realizing the Explanatory Potential of Network Diagrams Through the Integration of Qualitative Data.

Do informal networks become formalised over time? Analysing school networks and multi-academy trust membership in England using ego-centric analysis (2023)
Journal Article
Greany, T., Cowhitt, T., & Downey, C. (2024). Do informal networks become formalised over time? Analysing school networks and multi-academy trust membership in England using ego-centric analysis. Journal of Educational Change, 25, 151-172. https://doi.org/10.1007/s10833-023-09485-7

Recent decades have seen a global shift in educational policy and practice towards various forms of ‘joining-up’, through partnerships and networks. These networks have differing aims but are broadly geared towards increasing quality and/or innovatio... Read More about Do informal networks become formalised over time? Analysing school networks and multi-academy trust membership in England using ego-centric analysis.

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.