Professor TOBY GREANY's Outputs (53)

Evidence-informed teaching: an evaluation of progress in England. Research report July 2017 (2017)
Book
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. Research report July 2017. Department for Education

Report on:

- what we currently know about evidence-informed teaching
- how schools and teachers use evidence
- good practice from highly evidence-engaged schools

Collaboration, partnerships and system leadership across schools (2017)
Book Chapter
Greany, T. (2017). Collaboration, partnerships and system leadership across schools. In School Leadership and Education System Reform. Bloomsbury Publishing

This chapter focusses on the development of school-to-school support, networks and partnerships and the leadership practices associated with these, focussing in particular on developments in England. It aims to
● analyse the rationale for school par... Read More about Collaboration, partnerships and system leadership across schools.

Introduction - School Leadership and Education System Reform (2017)
Book Chapter
Greany, T., & Earley, P. (2017). Introduction - School Leadership and Education System Reform. . Bloomsbury

This edited collection explores current models for school system reform and the leadership implications that emerge. It revolves around a paradox and a quest. The paradox reflects the competing demands at the heart of policy in many school systems –... Read More about Introduction - School Leadership and Education System Reform.

The evidence-informed school system in England: where should school leaders be focusing their efforts? (2017)
Journal Article
Brown, C., & Greany, T. (2018). The evidence-informed school system in England: where should school leaders be focusing their efforts?. Leadership and Policy in Schools, 17(1), 115-137. https://doi.org/10.1080/15700763.2016.1270330

This article examines the impetus for schools to engage in and with evidence in England’s self-improving school system. It begins with an examination of how the education policy environment has changed, shifting from predominantly top-down approaches... Read More about The evidence-informed school system in England: where should school leaders be focusing their efforts?.

Trends in Maths and Science Study (TIMSS): National Report for England (2016)
Book
Greany, T., Barnes, I., Mostafa, T., Pensiero, N., & Swensson, C. Trends in Maths and Science Study (TIMSS): National Report for England. UK Department for Education

The Trends in International Mathematics and Science Study (TIMSS) is overseen by the International Association for the Evaluation of Educational Achievement (IEA). It provides participating countries internationally comparable data on the performance... Read More about Trends in Maths and Science Study (TIMSS): National Report for England.

Innovation is possible, it’s just not easy: Improvement, innovation and legitimacy in England’s autonomous and accountable school system (2016)
Journal Article
Greany, T. (2018). Innovation is possible, it’s just not easy: Improvement, innovation and legitimacy in England’s autonomous and accountable school system. Educational Management Administration and Leadership, 46(1), 65-85. https://doi.org/10.1177/1741143216659297

This article reviews the literature and explores the institutional and systemic factors that help and/or hinder change and innovation across school systems, with a focus on evidence from England. A number of authors have argued that schools and schoo... Read More about Innovation is possible, it’s just not easy: Improvement, innovation and legitimacy in England’s autonomous and accountable school system.

Rebels against the system: leadership agency and curriculum innovation in the context of school autonomy and accountability in England (2016)
Journal Article
Greany, T., & Waterhouse, J. (2016). Rebels against the system: leadership agency and curriculum innovation in the context of school autonomy and accountability in England. International Journal of Educational Management, 30(7), 1188-1206. https://doi.org/10.1108/ijem-11-2015-0148

Purpose – This paper describes and analyses the development of school autonomy, school leadership and curriculum innovation in England over the past forty years. It provides a baseline picture for the wider international study on school autonomy and... Read More about Rebels against the system: leadership agency and curriculum innovation in the context of school autonomy and accountability in England.

More fragmented, and yet more networked: Analysing the responses of two Local Authorities in England to the Coalition's 'self-improving school-led system' reforms (2015)
Journal Article
Greany, T. (2015). More fragmented, and yet more networked: Analysing the responses of two Local Authorities in England to the Coalition's 'self-improving school-led system' reforms. London Review of Education, 13(2), 125-143. https://doi.org/10.18546/LRE.13.2.11

This paper explores school reform in England under the Conservative-led Coalition government, elected in 2010, through a focus on the changing roles and status of Local Authorities (LAs). The Coalition's stated aim was the development of a 'self-impr... Read More about More fragmented, and yet more networked: Analysing the responses of two Local Authorities in England to the Coalition's 'self-improving school-led system' reforms.

Developing great teaching: lessons from the international reviews into effective professional development (2015)
Book
Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, L., & Coe, R. (2015). Developing great teaching: lessons from the international reviews into effective professional development. Teacher Development Trust

The 2014 DfE consultation on A world-class teaching profession stated that “Feedback from the profession has consistently indicated that too many of the development opportunities on offer are of variable quality”.1 “Too often ‘CPD’ is viewed narrowly... Read More about Developing great teaching: lessons from the international reviews into effective professional development.

Partnerships between teaching schools and universities: research report (2015)
Report
Toby, G., & Chris, B. (2015). Partnerships between teaching schools and universities: research report

Partnerships between Teaching Schools/lead schools and universities in England are in a state of flux, with historical relationships being reshaped to respond to the needs of a self-improving school-led system. This process is being accelerated by th... Read More about Partnerships between teaching schools and universities: research report.

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.

Are we nearly there yet? : progress, issues, and possible next steps for a self-improving school system (2014)
Book
Greany, T. (2014). Are we nearly there yet? : progress, issues, and possible next steps for a self-improving school system. Institute of Education Press

An Inaugural Professorial Lecture The DfE's 2010 white paper ‘The Importance of Teaching’ set out the Coalition's aim to 'create a school system which is self-improving'. In this inaugural lecture, Toby Greany assesses progress to date and the Coalit... Read More about Are we nearly there yet? : progress, issues, and possible next steps for a self-improving school system.

Policy Gymnastics: the case of Multi-Academy Trusts
Book Chapter
Greany, T., Bernardes, E., & Angell, H. (2025). Policy Gymnastics: the case of Multi-Academy Trusts. In B. Morris, & T. Perry (Eds.), Education Policy in England 2010–2024. Taylor and Francis

The Academies Act was passed in 2010 by the newly elected Conservative-Liberal Democrat Coalition Government. It made provision for Local Authority (LA) maintained schools in England to convert to academies, which are funded and overseen by national... Read More about Policy Gymnastics: the case of Multi-Academy Trusts.