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      How effective is the research and development ecosystem for England's schools?

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            Abstract

            This article examines the role of research and development within England's school system. From a range of literature past and present we argue that six features (three dimensions) should form the focus for action at the institutional, systemic and policy levels. Applying these stress tests to the current system, we suggest that an effective ecosystem of research-informed schools is as yet not being fully realized. We argue that the keys to improving this are to change the structures, cultures and incentives that bridge the research–practice divide, and to align accountability arrangements to allow schools to learn through enquiry.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            27 March 2018
            : 16
            : 1
            : 136-151
            Article
            1474-8460(20180327)16:1L.136;1- s12.phd /ioep/clre/2018/00000016/00000001/art00012
            10.18546/LRE.16.1.12
            3c52ecdb-751b-4211-a825-ed316207a9eb
            Copyright @ 2018
            History
            Categories
            Articles - General

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            SELF-IMPROVING SYSTEM,EVIDENCE-INFORMED PRACTICE,RESEARCH-ENGAGED SCHOOLS,KNOWLEDGE-MOBILIZATION

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