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Professor TOBY GREANY's Outputs (53)

School System Governance And The Implications For Schools (2021)
Book Chapter
Greany, T., & Higham, R. (2021). School System Governance And The Implications For Schools. In T. Greany, & P. Earley (Eds.), School Leadership and Education System Reform. (2nd). Bloomsbury Publishing

Conservative-led governments in power since 2010 have introduced a range of reforms in England, including a rapid expansion in the number of academies and Multi-Academy Trusts, the roll back of Local Authorities and the encouragement of new school-to... Read More about School System Governance And The Implications For Schools.

Leadership And School Improvement In Multi-Academy Trusts (2021)
Book Chapter
Greany, T., & McGinity, R. (2021). Leadership And School Improvement In Multi-Academy Trusts. In School Leadership and Education System Reform. (2nd). Bloomsbury Publishing

The focus in this chapter is on leadership and improvement in Multi-Academy Trusts (MATs) in England, informed by findings from a mixed methods study by the authors (Greany, 2018). The chapter aims to:
• Summarize the key features and evolution of... Read More about Leadership And School Improvement In Multi-Academy Trusts.

Introduction: School leadership and education system reform (2021)
Book Chapter
Greany, T., & Earley, P. (2021). Introduction: School leadership and education system reform. In School leadership and education system reform. (2nd). Bloomsbury Publishing

This second edition of School Leadership and Education System Reform includes contributions from a range of academics, policy makers and practitioners. It focuses on developments in England and addresses four questions: i) how can school leaders sha... Read More about Introduction: School leadership and education system reform.

Structural integration and knowledge exchange in multi-academy trusts: comparing approaches with evidence and theory from non-educational sectors (2021)
Journal Article
Greany, T., & McGinity, R. (2021). Structural integration and knowledge exchange in multi-academy trusts: comparing approaches with evidence and theory from non-educational sectors. School Leadership and Management, 41(4-5), 311-333. https://doi.org/10.1080/13632434.2021.1872525

This article analyses the ways in which leaders in Multi-Academy Trusts (MATs) in England work to develop shared improvement practices across the schools they operate. It draws on case study evidence gathered as part of a larger mixed methods study b... Read More about Structural integration and knowledge exchange in multi-academy trusts: comparing approaches with evidence and theory from non-educational sectors.

Why is school-to-school collaboration important and how can we make it work? (2021)
Book Chapter
Greany, T. (2021). Why is school-to-school collaboration important and how can we make it work?. In Connecting Classrooms: Unlocking a world of potential - Leading the way (25-32). British Council

Networks, collaborations and partnerships between schools can take multiple forms and achieve multiple objectives. This can make them hard to make sense of – and even harder to lead and manage. Nevertheless, this chapter argues that policy makers sho... Read More about Why is school-to-school collaboration important and how can we make it work?.

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). 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.

Approaches to scaling innovations across schools: an analysis of key theories and models (2019)
Book Chapter
Greany, T. (2019). Approaches to scaling innovations across schools: an analysis of key theories and models. In R. Heraud, & M. A. Peters (Eds.), Encyclopaedia of Educational Innovation. Springer. https://doi.org/10.1007/978-981-13-2262-4_68-1

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 about Approaches to scaling innovations across schools: an analysis of key theories and models.

Liderar la mejora y la innovación en las escuelas y en los sistemas (2019)
Book Chapter
Greany, T. (2019). Liderar la mejora y la innovación en las escuelas y en los sistemas. In Las paradojas de la innovación educativa. Horsori Editorial, S.L

Aquest capítol se centra en el paper del lideratge educatiu entorn de la millora i la innovació a les escoles. El focus d’atenció s’estableix en el lideratge en l’àmbit escolar en el context dels debats i testimoniatges actuals en l’administració del... Read More about Liderar la mejora y la innovación en las escuelas y en los sistemas.

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. (2018). 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, 20(2), 63-98. https://doi.org/10.16922/wje.20.2.5

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 about Balancing the needs of policy and practice, while remaining authentic: an analysis of leadership and governance in three national school leadership colleges.

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

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.

Educational disadvantage: How does England compare? (2018)
Book
Jerrim, J., Greany, T., & Perera, N. (2018). Educational disadvantage: How does England compare?. Education Policy Institute

This EPI report uses international educational assessment data to explore how England compares with the world leading education nations for the performance of school-age children in reading and mathematics. We investigate the socio-economic gap in s... Read More about Educational disadvantage: How does England compare?.

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.

Evidence-informed innovation in schools: aligning collaborative research and development with high quality professional learning for teachers (2017)
Journal Article
Greany, T., & Maxwell, B. (2017). Evidence-informed innovation in schools: aligning collaborative research and development with high quality professional learning for teachers. International Journal of Innovation in Education, 4(2/3), 147-170. https://doi.org/10.1504/ijiie.2017.088095

Innovation efforts in schools commonly wrestle with two challenges: how to secure ownership of change among teachers and how to ensure that improvements are based on evidence. This paper draws on findings from a two-year collaborative research and de... Read More about Evidence-informed innovation in schools: aligning collaborative research and development with high quality professional learning for teachers.

Karmel Oration: Leading schools and school systems in times of change: A paradox and a quest (2017)
Presentation / Conference Contribution
Greany, T. (2017, August). Karmel Oration: Leading schools and school systems in times of change: A paradox and a quest. Presented at ACER Research Conference, Melbourne, Australia

The ‘paradox’ in this title refers to a set of contradictions that sit at the heart of education policy in many school systems. Policymakers in these systems want things that, if not inherently at odds, are nevertheless in tension— such as a tightly... Read More about Karmel Oration: Leading schools and school systems in times of change: A paradox and a quest.

Evidence-informed teaching : an evaluation of progress in England. Appendices. July 2017 (2017)
Report
Coldwell, M., Greany, T., Higgins, S., Brown, C., Maxwell, B., Stiell, B., Stoll, L., Willis, B., & Burns, H. (2017). Evidence-informed teaching : an evaluation of progress in England. Appendices. July 2017

In August 2014, The Department for Education (DfE) commissioned a two-year study to assess progress towards an evidence-informed teaching system. In this report, the term evidence-informed teaching is used to mean practice that is influenced by robus... Read More about Evidence-informed teaching : an evaluation of progress in England. Appendices. July 2017.