Improving mathematical reasoning – the professional development challenge (2022)
Journal Article
Wang, Y., & Brown, C. (2022). Improving mathematical reasoning – the professional development challenge. Professional development today, 22(4),

Yuqian Wang and Chris Brown highlight how crucial it is for schools to make explicit plans to improve mathematical reasoning, even in lower primary settings. Their research outlines the professional development that can be employed in support.

Research informed educational practice: how to help educators engage with research for the common good (Practica educativa informada por la investigacion: Cómo ayudar a los educadores comprometerse con la investigacion para el bien comun) (2022)
Journal Article
Brown, C., & Ion, G. (2022). Research informed educational practice: how to help educators engage with research for the common good (Practica educativa informada por la investigacion: Cómo ayudar a los educadores comprometerse con la investigacion para el bien comun). Revista de educación (Madrid. Internet), 397(10), 239-260. https://doi.org/10.4438/1988-592x-re-2022-397-546

This paper examines research informed educational practice (RIEP) and how RIEP can become an integral part of how education systems operate. First RIEP is considered within the broader context of ‘research for the common good’. The paper then discuss... Read More about Research informed educational practice: how to help educators engage with research for the common good (Practica educativa informada por la investigacion: Cómo ayudar a los educadores comprometerse con la investigacion para el bien comun).

Facilitating the ideas-informed society: a systematic review (2022)
Journal Article
Brown, C., Luzmore, R., & Groß Ophoff, J. (2022). Facilitating the ideas-informed society: a systematic review. Emerald Open Research, 4, Article 25. https://doi.org/10.35241/emeraldopenres.14729.1

Background: The concept of the ideas-informed society represents a desired situation in which: 1) citizens see value in staying up to date, and 2) citizens regularly keep themselves up to date by actively engaging with new ideas, developments and cla... Read More about Facilitating the ideas-informed society: a systematic review.

Facilitating research-informed educational practice for inclusion. Survey findings from 147 teachers and school leaders in England (2022)
Journal Article
Brown, C., MacGregor, S., Flood, J., & Malin, J. (2022). Facilitating research-informed educational practice for inclusion. Survey findings from 147 teachers and school leaders in England. Frontiers in Education, 7, Article 890832. https://doi.org/10.3389/feduc.2022.890832

This paper considers the engagement by teachers and school leaders in England in educational practices that are both ‘research-informed’ and supportive of inclusive education. We do so by seeking to understand the benefits, costs, and signifying fact... Read More about Facilitating research-informed educational practice for inclusion. Survey findings from 147 teachers and school leaders in England.

Achieving the ideas informed society: a Structural Equation Model for England (2022)
Journal Article
Brown, C., Groß-Ophoff, J., Chadwick, K., & Parkinson, S. (2022). Achieving the ideas informed society: a Structural Equation Model for England. Emerald Open Research, 4(4), https://doi.org/10.35241/emeraldopenres.14487.1

Background: Democratic societies thrive when citizens actively and critically engage with new ideas, developments and claims to truth. Not only can such practices result in more effective choice-making, but they can also lead to widespread support fo... Read More about Achieving the ideas informed society: a Structural Equation Model for England.

Exploring the role of Positive Leadership for Mobilizing Innovative Practices: a social network approach (2021)
Journal Article
MacGregor, S., Brown, C., & Flood, J. (2021). Exploring the role of Positive Leadership for Mobilizing Innovative Practices: a social network approach. Studia paedagogica (Brno. On-line), 26(2), 31-48. https://doi.org/10.5817/sp2021-2-2

An emerging body of literature suggests the importance of positive leadership for school and district improvement (e.g., Cherkowski, 2018; Louis & Murphy, 2018). A number of lines of evidence have converged upon how positive leadership principles can... Read More about Exploring the role of Positive Leadership for Mobilizing Innovative Practices: a social network approach.

School governance in a postcolonial world Exploring decolonising approaches in the English school system (2021)
Book Chapter
English school system. In P. Chan, & N. Pang (Eds.), School Governance in Global Contexts: Trends, Challenges and Countermeasures. Routledge

Professional Learning Networks: a conceptual model and research opportunities (2021)
Journal Article
Poortman, C., Brown, C., & Schildkamp, K. (2022). Professional Learning Networks: a conceptual model and research opportunities. Educational Research, 64(1), 95-112. https://doi.org/10.1080/00131881.2021.1985398

Background: Professional Learning Networks (PLNs) of educators represent a promising approach to achieving continuous school improvement. At the same time, a range of studies in this area, including several systematic reviews and meta-analyses, repor... Read More about Professional Learning Networks: a conceptual model and research opportunities.

Teachers as educational change agents: what do we currently know? findings from a systematic review (2021)
Journal Article
Brown, C., White, R., & Kelly, A. (2021). Teachers as educational change agents: what do we currently know? findings from a systematic review. Emerald Open Research, 3(26), https://doi.org/10.35241/emeraldopenres.14385.1

Change agents are individuals who can successfully transform aspects of how organisations operate. In education, teachers as change agents are increasingly seen as vital to the successful operation of schools and self-improving school systems. To dat... Read More about Teachers as educational change agents: what do we currently know? findings from a systematic review.

Student support as social network: Exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic (2021)
Journal Article
Raaper, R., Brown, C., & Llewellyn, A. (2022). Student support as social network: Exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic. Educational Review, 74(3), 402-421. https://doi.org/10.1080/00131911.2021.1965960

The Covid-19 pandemic has caused a global crisis in higher education, affecting all aspects of university work and practices. This article focuses on student experiences in particular by problematising academic and wellbeing support available to non-... Read More about Student support as social network: Exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic.

Agent-based Simulation of the Classroom Environment to Gauge the Effect of Inattentive or Disruptive Students (2021)
Conference Proceeding
Alharbi, K., Cristea, A. I., Shi, L., Tymms, P., & Brown, C. (2021). Agent-based Simulation of the Classroom Environment to Gauge the Effect of Inattentive or Disruptive Students. In A. I. Cristea, & C. Troussas (Eds.), Intelligent Tutoring Systems 17th International Conference, ITS 2021, Virtual Event, June 7–11, 2021, Proceedings (211-223). https://doi.org/10.1007/978-3-030-80421-3_23

The classroom environment is a major contributor to the learning process in schools. Young students are affected by different details in their academic progress, be it their own characteristics, their teacher’s or their peers’. The combination of the... Read More about Agent-based Simulation of the Classroom Environment to Gauge the Effect of Inattentive or Disruptive Students.

Climates of trust, innovation, and research use in fostering evidence-informed practice in French schools (2021)
Journal Article
Gaussel, M., MacGregor, S., Brown, C., & Piedfer-Quêney, L. (2021). Climates of trust, innovation, and research use in fostering evidence-informed practice in French schools. International Journal of Educational Research, 109, Article 101810. https://doi.org/10.1016/j.ijer.2021.101810

In France as elsewhere, various arguments suggest that evidence-informed practice (EIP) in education may positively impact student outcomes. However, while these arguments are beginning to mature in countries such as England, uptake of EIP theories i... Read More about Climates of trust, innovation, and research use in fostering evidence-informed practice in French schools.

Agent-based Classroom Environment Simulation: the Effect of Disruptive Schoolchildren’s Behaviour versus Teacher Control over Neighbours (2021)
Conference Proceeding
Alharbi, K., Cristea, A. I., Shi, L., Tymms, P., & Brown, C. (2021). Agent-based Classroom Environment Simulation: the Effect of Disruptive Schoolchildren’s Behaviour versus Teacher Control over Neighbours. In I. Roll, M. Danielle, S. Sergey, L. Rose, & D. Vania (Eds.), Artificial Intelligence in Education Lecture Notes in Computer Science (48-53). https://doi.org/10.1007/978-3-030-78270-2_8

Schoolchildren's academic progress is known to be affected by the classroom environment. It is important for teachers and administrators to under-stand their pupils' status and how various factors in the classroom may affect them, as it can help them... Read More about Agent-based Classroom Environment Simulation: the Effect of Disruptive Schoolchildren’s Behaviour versus Teacher Control over Neighbours.

The Benefits of Music Workshop Participation for Pupils’ Wellbeing and Social Capital: The In2 Music Project Evaluation (2021)
Journal Article
Ward, S., James, S., James, K., Brown, C., Kokotsaki, D., & Wigham, J. (2023). The Benefits of Music Workshop Participation for Pupils’ Wellbeing and Social Capital: The In2 Music Project Evaluation. Arts Education Policy Review, 124(1), 37-47. https://doi.org/10.1080/10632913.2021.1903640

This paper reports on the evaluation of the In2 music project in Darlington, England. The project ran for seven weeks from January – March 2020 and involved Year 6 pupils from four primary schools (n = 103) and Year 7 pupils from one secondary school... Read More about The Benefits of Music Workshop Participation for Pupils’ Wellbeing and Social Capital: The In2 Music Project Evaluation.

School-to-school collaboration in England: A configurative review of the empirical evidence (2020)
Journal Article
Armstrong, P., Brown, C., & Chapman, C. (2021). School-to-school collaboration in England: A configurative review of the empirical evidence. Review of Education, 9(1), 319-351. https://doi.org/10.1002/rev3.3248

In recent years school‐to‐school collaboration in the English context has been promoted by a myriad of policy initiatives. Many of these initiatives have been directed at structural reforms seeking to facilitate a 'self‐improving system' in which sch... Read More about School-to-school collaboration in England: A configurative review of the empirical evidence.

Close-to-practice research: The need for student voice and the strange case of Academy x (2020)
Journal Article
Edwards, S., & Brown, C. (2020). Close-to-practice research: The need for student voice and the strange case of Academy x. London Review of Education, 18(3), 480-494. https://doi.org/10.14324/lre.18.3.11

Is distributed leadership an effective approach for mobilising professional capital across Professional Learning Networks? Exploring a case from England (2020)
Journal Article
Brown, C., Flood, J., Armstrong, P., MacGregor, S., & Chinas, C. (2021). Is distributed leadership an effective approach for mobilising professional capital across Professional Learning Networks? Exploring a case from England. Journal of Professional Capital and Community, 6(1), 64-78. https://doi.org/10.1108/jpcc-02-2020-0010

Purpose: There is currently a focus on using networks to drive school and school system improvement. To achieve such benefits, however, requires school leaders actively support the mobilisation of networked-driven innovations. One promising yet under... Read More about Is distributed leadership an effective approach for mobilising professional capital across Professional Learning Networks? Exploring a case from England.

Facilitating collaborative reflective inquiry amongst teachers: what do we currently know? (2020)
Journal Article
Brown, C., Poortman, C., Gray, H., Gross-Ophoff, J., & Wharf, M. (2021). Facilitating collaborative reflective inquiry amongst teachers: what do we currently know?. International Journal of Educational Research, 105, Article 101695. https://doi.org/10.1016/j.ijer.2020.101695

Collaborative teacher learning is thought to improve teaching practice and student outcomes. Key to such learning is Reflective Professional Inquiry (RPI); seen as vital if practitioners are to engage effectively with new knowledge and ideas. Yet RPI... Read More about Facilitating collaborative reflective inquiry amongst teachers: what do we currently know?.

World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany? (2020)
Journal Article
Brown, C., Malin, J., Ion, G., van Ackeren, I., Bremm, N., Luzmore, R., …Rind, G. (2020). World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany?. Humanities and Social Sciences Communications, 7, Article 99. https://doi.org/10.1057/s41599-020-00587-8

A global push exists to bolster the connections between research and practice in education. However, fostering evidence-informed practice (EIP) has proven challenging. Indeed, this ‘problem’ requires simultaneously attending to multiple aspects/level... Read More about World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany?.

Exploring teachers' conceptual uses of research as part of the development and scale up of research-informed practices (2020)
Journal Article
Brown, C., & Flood, J. (2020). Exploring teachers' conceptual uses of research as part of the development and scale up of research-informed practices. International Journal of Education Policy and Leadership, 16(10), Article 189. https://doi.org/10.22230/ijepl.2020v16n10a927

Research Informed Teaching Practice has become a fundamental aspect of educational reform in the modern world, aiding the development and improvement of teaching and learning, decision-making and the school improvement agenda in general. This article... Read More about Exploring teachers' conceptual uses of research as part of the development and scale up of research-informed practices.