Elements and dimensions of a research-engaged school eco-system are explored by experts in the field of educational improvement. This book is suitable for anyone interested in the potential for an ecosystem of learning and innovation in our schools where the structures, cultures, practices and policies align to promote research engagement.
Elements and dimensions of a research-engaged school eco-system are explored by experts in the field of educational improvement. This book is suitable for anyone interested in the potential for an ecosystem of learning and innovation in our schools where the structures, cultures, practices and policies align to promote research engagement.
David Godfrey is a Lecturer at UCL Institute of Education, UK where he is also Co-Director of the Centre for Educational Evaluation and Accountability and Programme Leader for the MA Leadership. Chris Brown is Professor of Education at the University of Portsmouth, UK.
Inhaltsangabe
About the editors; Acknowledgements; Notes on contributors; Foreword; Introduction; Chapter 1: Evidence use, research-engaged schools and the concept of an ecosystem; Chapter 2: Developing a system for knowledge mobilisation: the case of the Knowledge Network for Applied Education Research (KNAER) as a middle tier; Chapter 3: Accountability structures that support school self-evaluation, enquiry and learning; Chapter 4: Leading research-informed practice in schools; Chapter 5: Teachers' professional bodies and the role of research; Chapter 6: Innovative models that bridge the research-practice divide: research learning communities and research-informed peer review; Chapter 7: Brokerage for data use in schools: potential, occurrence and facilitators; Chapter 8: Research informed Initial Teacher Education; Chapter 9: Professional learning and research; Chapter 10: Professional enquiry: an ecological approach to developing teacher agency; Chapter 11: Rethinking rationality within an ecosystem approach to foster research-informed practice; Chapter 12: Maintaining (ecosystems for) a broad view of educational research and its relationship to practice; Chapter 13: Moving forward - how to create and sustain an evidence-informed school ecosystem
About the editors; Acknowledgements; Notes on contributors; Foreword; Introduction; Chapter 1: Evidence use, research-engaged schools and the concept of an ecosystem; Chapter 2: Developing a system for knowledge mobilisation: the case of the Knowledge Network for Applied Education Research (KNAER) as a middle tier; Chapter 3: Accountability structures that support school self-evaluation, enquiry and learning; Chapter 4: Leading research-informed practice in schools; Chapter 5: Teachers' professional bodies and the role of research; Chapter 6: Innovative models that bridge the research-practice divide: research learning communities and research-informed peer review; Chapter 7: Brokerage for data use in schools: potential, occurrence and facilitators; Chapter 8: Research informed Initial Teacher Education; Chapter 9: Professional learning and research; Chapter 10: Professional enquiry: an ecological approach to developing teacher agency; Chapter 11: Rethinking rationality within an ecosystem approach to foster research-informed practice; Chapter 12: Maintaining (ecosystems for) a broad view of educational research and its relationship to practice; Chapter 13: Moving forward - how to create and sustain an evidence-informed school ecosystem
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