Looking at the potential for research-use by educators to improve schools for all young people, An Ecosystem for Research-Engaged Schools presents a range of ground-breaking research and fascinating case studies. It carefully explores the elements and dimensions of research-engaged schools using an ecosystems perspective to study the layers and interconnections that occur amongst the people and institutions that exist within the ecosystem. Allowing the reader to consider how to ensure independent elements of the ecosystem are maintained to ensure an effective balance, this book brings together contributions from international experts working in a variety of fields such as school leadership, professional development and accountability.
Key issues facing the research-use ecosystem both theoretically and empirically are covered, with examples of innovative practice, new theories and value systems. The book also provides an insight into the exciting possibility of such a system of learning and innovation in our schools where structures, cultures, practices and policies align to promote research-informed school improvement.
With chapters bringing together issues from different aspects of the system, this book:
- expands the analysis of evidence and research-informed practice, considering the wider environment within which it is undertaken
- shows the interplay and tensions between aspects of the ecosystem and illustrates how different aspects of the ecosystem affect evidence use
- reconciles all aspects of the ecosystem within an overarching framework which attempts to explain the complex totality of the ecosystem.
Designed to both challenge and inspire, An Ecosystem for Research-Engaged Schools truly bridges the gap between theory and practice. It will be an invaluable asset to those currently working in the area, allowing them to think more deeply about their work and the theoretical mechanisms that underpin it. Policy makers, practitioners and teachers will also find this book a fascinating read.
Table of Contents
About the editors
Notes on contributors
Chapter 1: Evidence use, research-engaged schools and the concept of an ecosystem
David Godfrey and Graham Handscomb
Chapter 2: Developing a system for knowledge mobilisation: the case of the Knowledge Network for Applied Education (KNAER) as a middle tier
Katina Pollock, Carol Campbell, Doris McWhorter, Kelly Bairos and Erica van Roosmalen
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
Gareth Mills and Lesley Saunders
Chapter 6: Innovative models that bridge the research–practice divide: research learning communities and
research-informed peer review
David Godfrey and Chris Brown
Chapter 7: Brokerage for data use in schools: potential, occurrence and facilitators
Roos Van Gasse, Jan Vanhoof, Peter Van Petegem
Chapter 8: Research-informed Initial Teacher Education
Chapter 9: Professional learning and research
Chapter 10: Professional enquiry: an ecological approach to developing teacher agency
Mark Priestley and Valerie Drew
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
Emma Wisby and Geoff Whitty
Chapter 13: Moving forward – how to create and sustain an evidence-informed school ecosystem
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.