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      • Trusted Partner
        Humanities & Social Sciences
        July 2022

        Inside the English education lab

        Critical ethnographic perspectives on the academies experiment

        by Christy Kulz, Kirsty Morrin, Ruth McGinity

        Inside the English education lab offers a range of qualitative and ethnographic explorations of the academies programme in England. Drawing on examples from primary and secondary academy institutions, a free school and Multi Academy Trusts, the collection explores how promises of academy policy are often at odds with everyday practice. Data and evidence throughout the collection highlight a multitude of ways in which the academies 'experiment' retrenches rather than reforms inequalities. Methodological insights and innovations are also a central feature of the collection, where authors interrogate what it means to collect and produce data in the current political context.

      • Trusted Partner
        Humanities & Social Sciences
        July 2022

        Inside the English education lab

        Critical ethnographic perspectives on the academies experiment

        by Christy Kulz, Kirsty Morrin, Ruth McGinity

        Inside the English education lab offers a range of qualitative and ethnographic explorations of the academies programme in England. Drawing on examples from primary and secondary academy institutions, a free school and Multi Academy Trusts, the collection explores how promises of academy policy are often at odds with everyday practice. Data and evidence throughout the collection highlight a multitude of ways in which the academies 'experiment' retrenches rather than reforms inequalities. Methodological insights and innovations are also a central feature of the collection, where authors interrogate what it means to collect and produce data in the current political context.

      • Education
        April 2020

        Leading Data-Informed Change in Schools

        by Selena Fisk

        Data are everywhere. Countries are compared based on how their students perform in international testing. Schools are compared using standardised testing and school-leaver data. Students are tracked using their individual data and that of their peers. But while there is much already written about leadership styles, leading change and the benefits of being data informed, transferring an understanding of educational research and change leadership literature to a data-informed context is not always easy or seamless. Selena Fisk, EdD, author of Using and analysing data in Australian schools, believes that data should be used to support learning in a way that develops thriving learning communities where students are engaged and motivated. This invaluable resource introduces a ten-step process for leading data-informed change comprising measurable steps for action supported by connections to relevant literature and practical examples showing what the process looks like in schools. Fisk also introduces the twelve key elements required for a leader to prime the environment or build a culture that will enable them to lead data-informed change. Leading data-informed change in schools offers teacher-team leaders, principals and administrators a practical guide to collect, analyse and use data to help school communities and the students they serve flourish.

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