International Journal of Education Policy and Leadership

IJEPL is a refereed electronic journal dedicated to enriching the education policy, leadership, and research use knowledge bases, and promoting exploration and analysis of policy alternatives.

Vol 12, No 3 (2017): The Evidence Informed School System in England: Where Should School Leaders Be Focusing Their Efforts?

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 evidence-informed self-improvement. 

Table of Contents

Research Use

Chris Brown, Toby Greany
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