Add to ORKGThis chapter explores leadership in the context of evidence-informed practice (EIP). In it, we aim to: engage with the idea of EIP and the factors driving its uptake in many school systems world-wide; outline the challenges facing the uptake of EIP in schools and by teachers; argue that the challenges facing EIP can only be met if school leadership is effective in both its transformational and learner centred aspects; suggest that, to harness the power of power of EIP, school leaders must find the strength to be bold in the face of accountability
In this chapter, we review and critique the literature on school leadership preparation and evidence...
Innovation efforts in schools commonly wrestle with two challenges: how to secure ownership of chang...
It is generally accepted that school leaders are critical to improving schools. However, the School ...
This chapter presents a practitioner-focused perspective on the use of evidence in schools. We use t...
This article examines the impetus for schools to engage in and with evidence in England’s self-impro...
This article has three aims: first, it examines the notion of evidence-informed practice and its ben...
This article examines the impetus for schools to engage in and with evidence in England’s self-impro...
While beneficial, the consistent and regular use of evidence to improve teaching and learning is pro...
Whilst beneficial, the consistent and regular use of evidence to improve teaching and learning in sc...
This book draws together key figures in the field of Evidence Informed Policy and Practice (EIPP) in...
In this paper we draw upon recent developments in England to show how school leaders are using evide...
This article examines the potential for evidence-informed policy and practice (EIPP), in relation to...
In this paper we draw upon recent developments in England to show how school leaders are using evide...
Whilst beneficial, the consistent and regular use of evidence to improve teaching and learning in sc...
In the light of the current promotion of evidence-informed policy and practice (EIPP), we examine it...
In this chapter, we review and critique the literature on school leadership preparation and evidence...
Innovation efforts in schools commonly wrestle with two challenges: how to secure ownership of chang...
It is generally accepted that school leaders are critical to improving schools. However, the School ...
This chapter presents a practitioner-focused perspective on the use of evidence in schools. We use t...
This article examines the impetus for schools to engage in and with evidence in England’s self-impro...
This article has three aims: first, it examines the notion of evidence-informed practice and its ben...
This article examines the impetus for schools to engage in and with evidence in England’s self-impro...
While beneficial, the consistent and regular use of evidence to improve teaching and learning is pro...
Whilst beneficial, the consistent and regular use of evidence to improve teaching and learning in sc...
This book draws together key figures in the field of Evidence Informed Policy and Practice (EIPP) in...
In this paper we draw upon recent developments in England to show how school leaders are using evide...
This article examines the potential for evidence-informed policy and practice (EIPP), in relation to...
In this paper we draw upon recent developments in England to show how school leaders are using evide...
Whilst beneficial, the consistent and regular use of evidence to improve teaching and learning in sc...
In the light of the current promotion of evidence-informed policy and practice (EIPP), we examine it...
In this chapter, we review and critique the literature on school leadership preparation and evidence...
Innovation efforts in schools commonly wrestle with two challenges: how to secure ownership of chang...
It is generally accepted that school leaders are critical to improving schools. However, the School ...