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Outputs (9)

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.

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.

Education Research and Educational Practice: The Qualities of a Close Relationship (2020)
Journal Article
Wyse, D., Brown, C., Oliver, S., & Poblete, X. (2021). Education Research and Educational Practice: The Qualities of a Close Relationship. British Educational Research Journal, 47(6), 1466-1489. https://doi.org/10.1002/berj.3626

The relationship between education practice and education research has a long history. In modern times, education practice and its relation to education research has been central to debates about the nature and quality of education as an academic dis... Read More about Education Research and Educational Practice: The Qualities of a Close Relationship.

Can models of distributed leadership be used to mobilise networked generated innovation in schools? A case study from England (2020)
Journal Article
Brown, C., Flood, J., & MacGregor, S. (2020). Can models of distributed leadership be used to mobilise networked generated innovation in schools? A case study from England. Teaching and Teacher Education, 94, Article 103101. https://doi.org/10.1016/j.tate.2020.103101

There is now an increased focus on using networks to drive school improvement. Achieving the benefits of engaging in networks requires leaders to think and act differently; specifically, to benefit all teachers and students, the leaders of schools pa... Read More about Can models of distributed leadership be used to mobilise networked generated innovation in schools? A case study from England.

Conquering the Professional Learning Network labyrinth: what is required from the networked school leader if schools are to benefit from engaging in Professional Learning Networks (2020)
Journal Article
Brown, C., & Flood, J. (2020). Conquering the Professional Learning Network labyrinth: what is required from the networked school leader if schools are to benefit from engaging in Professional Learning Networks. School Leadership and Management, 40(2-3), 128 -145. https://doi.org/10.1080/13632434.2020.1731684

Increasingly, policymakers, school and school system leaders are turning to Professional Learning Networks (PLNs) as a means to achieve bottom-up educational improvement at scale (Brown and Poortman, 2018). Likening the leadership challenges of estab... Read More about Conquering the Professional Learning Network labyrinth: what is required from the networked school leader if schools are to benefit from engaging in Professional Learning Networks.