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• W2577325728 abstract "This article examines the impetus for schools to engage both 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 to school improvement to the current government’s focus on schools themselves sourcing and sharing effective practice to facilitate system-level change. The article then explores some of the key factors likely to determine whether schools engage in meaningful evidence use, before analyzing survey data from 696 primary school practitioners working in 79 schools. The article concludes by highlighting where schools appear to be well- and under-prepared for a future of evi- dence-informed self-improvement." @default.
• W2577325728 created "2017-01-26" @default.
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• W2577325728 date "2017-09-07" @default.
• W2577325728 modified "2023-09-27" @default.
• W2577325728 title "The Evidence Informed School System in England: Where Should School Leaders Be Focusing Their Efforts?" @default.
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• W2577325728 doi "https://doi.org/10.22230/ijepl.2017v12n3a734" @default.
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