Toby Greany

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Steven HigginsProfessor of Education, Durham UniversityVerified email at durham.ac.uk
Chris BrownUniversity of SouthamptonVerified email at soton.ac.uk
Professor Bronwen MaxwellSheffield Hallam UniversityVerified email at shu.ac.uk
Peter EarleyProfessor, UCL Institute of EducationVerified email at ucl.ac.uk
Mike ColdwellProfessor of Education, Director of ResearchVerified email at mmu.ac.uk
Robert CoeProfessor of Education, Durham UniversityVerified email at dur.ac.uk
Bill LucasProfessor of Learning, University of WinchesterVerified email at winchester.ac.uk
Nicholas MartindaleNuffield College, University of OxfordVerified email at nuffield.ox.ac.uk
Dr Ruth McGinityAssociate Professor in Educational LeadershipVerified email at ucl.ac.uk
Pat ThomsonProfessor of Education, The University of NottinghamVerified email at nottingham.ac.uk
Associate Professor Dr Annelies KampFaculty of Education, University of CanterburyVerified email at canterbury.ac.nz
John JerrimInstitute of EducationVerified email at ioe.ac.uk
Thomas PerryUniversity of WarwickVerified email at warwick.ac.uk
Jake AndersAssociate Professor, UCL Centre for Education Policy & Equalising OpportunitiesVerified email at ucl.ac.uk
Joshua GlazerProfessor of Education Policy, George Washington UniversityVerified email at email.gwu.edu
Megan Duff, Ph.D.Peabody College, Vanderbilt UniversityVerified email at vanderbilt.edu
Nicola Pensiero, Associate Professor i...University of Southampton, School of EducationVerified email at soton.ac.uk
Tarek MostafaAssociate Professor in Education and Public Policy at the University of BirminghamVerified email at bham.ac.uk
Professor Qing GuUCL Centre for Educational Leadership, UCL Institute of EducationVerified email at ucl.ac.uk
Rebecca AllenProfessor of Education, University of BrightonVerified email at brighton.ac.uk

Toby Greany

Professor of Education, University of Nottingham

Verified email at nottingham.ac.uk - Homepage

Education School leadership governance evidence-informed practice


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Developing great teaching: Lessons from the international reviews into effective professional development P Cordingley, S Higgins, T Greany, N Buckler, D Coles-Jordan, B Crisp, ...	490	2015
Hierarchy, markets and networks: Analysing the'self-improving school-led system'agenda in England and the implications for schools T Greany, R Higham UCL Institute of Education Press, 2018	222	2018
Evidence-informed teaching: an evaluation of progress in England. Research Report M Coldwell, T Greany, S Higgins, C Brown, B Maxwell, B Stiell, L Stoll, ... Department for Education, 2017	163	2017
School leadership and education system reform T Greany, P Earley Bloomsbury Publishing, 2021	90	2021
Rebels against the system: Leadership agency and curriculum innovation in the context of school autonomy and accountability in England T Greany, J Waterhouse International Journal of Educational Management 30 (7), 1188-1206, 2016	85	2016
Innovation is possible, it’s just not easy: Improvement, innovation and legitimacy in England’s autonomous and accountable school system T Greany Educational management administration & leadership 46 (1), 65-85, 2018	77	2018
Are We Nearly There Yet? Progress, Issues, and Possible Next Steps for a Self-Improving School System. Inaugural Professorial Lecture. T Greany Trentham Books, 2014	70	2014
The evidence-informed school system in England: Where should school leaders be focusing their efforts? C Brown, T Greany Leadership and Policy in Schools 17 (1), 115-137, 2018	54	2018
Place-based governance and leadership in decentralised school systems: Evidence from England T Greany Journal of Education Policy 37 (2), 247-268, 2022	52	2022
Partnerships between teaching schools and universities T Greany, C Brown London: UVL Institute of Education, 2015	46	2015
More fragmented, and yet more networked: Analysing the responses of two Local Authorities in England to the Coalition's' self-improving school-led system'reforms T Greany London Review of Education 13 (2), 125-143, 2015	42	2015
Developing Great Subject Teaching: Rapid Evidence Review of subject-specific Continuous Professional Development in the UK T Greany, P Cordingley, B Crisp, S Seleznyov, M Bradford, T Perry Wellcome Trust, 2018	40	2018
The self-improving system in England: A review of evidence and thinking T Greany Association of School and College Leaders, 2015	37	2015
How can evidence inform teaching and decision making across 21,000 autonomous schools?: Learning from the journey in England T Greany IoE Press, 2015	36	2015
Evidence-informed innovation in schools: aligning collaborative research and development with high quality professional learning for teachers T Greany, B Maxwell International Journal of Innovation in Education 4 (2-3), 147-170, 2017	28	2017
Structural integration and knowledge exchange in multi-academy trusts: Comparing approaches with evidence and theory from non-educational sectors T Greany, R McGinity School Leadership & Management 41 (4-5), 311-333, 2021	26	2021
Sustainable improvement in multi-school groups T Greany Department for Education, 2018	25	2018
Educational disadvantage: How does England compare? J Jerrim, T Greany, N Perera Education Policy Institute, 2018	25	2018
Creating a learning to learn school: Research and practice for raising standards, motivation and morale T Greany, J Rodd A&C Black, 2003	25	2003
Collaboration, partnerships and system leadership across schools T Greany Bloomsbury Publishing, 2016	24	2016

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