Stephen Macgregor
Datos Biográficos
| ID | 4258433 |
|---|---|
| NOMBRE | Stephen Macgregor |
| NOMBRES | Stephen |
| APELLIDO | Macgregor |
| FIRMA | MACGREGOR S |
| AFILIACIONES | University of Calgary |
| ORCID | 0000-0001-7466-5695 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAS | 11 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
A narrative review of research-informed teaching practice in teacher education
This narrative review explores how scholarly literature conceptualizes and portrays research-informed teaching practice (RITP) within initial teacher education. Synthesizing 26 peer-reviewed articles, the analysis identified three central themes: the influence of teacher candidates’ beliefs and skills; the role of teacher education programs in integrating research and practice; and the value of collaborative, situated learning environments. The f…
The leadership of innovation in education
Although innovation is widely promoted as essential to educational transformation, definitional ambiguity and a persistent disconnect between policy rhetoric and implementation realities leave educational leaders without the conceptual clarity or systemic support necessary to enact meaningful change. This article presents findings from a global environmental scan that explores how innovation in education is defined, enacted, and constrained throu…
Conceptualising innovation in education
School leadership is increasingly recognised as a critical lever for driving innovation in education, yet the concept of innovation itself remains conceptually ambiguous and inconsistently enacted across contexts. This scoping review examines how innovation is conceptualised in the school leadership literature and explores its relationship to leadership and change. Drawing on 63 peer-reviewed studies published between 2014 and 2025, the review fo…
Conceptualizing innovation in education
Innovation is all around. Educational policy reform, leadership imperatives, technological advancement, school improvement priorities and equity-oriented work are frequently characterised as focal
ICT knowledge absorptive capacity
This study examines whether and how a school's information and communication technology (ICT) knowledge absorptive capacity (ACAP) affects technology integration in schools. In addition, it investigates the influence of various contextual factors on the degree of contingency of ACAP, such as activation triggers, social integration mechanisms and regimes of appropriability. The study is based on a random sample of N = 411 schools representative of…
Educational leaders and school-based mental health
This study examines the relational dynamics of knowledge brokerage among educational leaders in implementing multi-tiered systems of support (MTSS) for mental health promotion in schools. Recognizing the critical link between student mental health and academic achievement, schools are increasingly expected to provide comprehensive mental health supports. Utilizing social network analysis (SNA), this research explores the information-seeking behav…
The Side Effects of Universal School-Based Mental Health Supports
A challenge with universal school-based mental health supports is the limited understanding of potential unintended or unanticipated outcomes. In this review, we examined 47 academic and gray literature sources to address the question, “What are the side effects of universal school-based mental health supports?” We discuss how universal supports can positively impact student mental health, enhance school staff’s knowledge and attitudes in address…
Theorising a spectrum of reasons for failure in knowledge brokering
Failure is not a monolithic outcome, and future research could seek to identify levers for change regarding the failure experiences available to knowledge brokers. Additionally, it will not be enough to learn to fail; research and practice in knowledge brokering must learn to fail intelligently. Finally, failure cannot remain a private experience. Advancing the field of knowledge brokering will require researchers and practitioners to share when …
Closing Research-Practice Gaps in the Delivery of Online Teaching and Learning
In this article, the authors introduce four areas of practice—equity and inclusion, instructional design, assessment, and leadership—where the relationship between research and practice either fell out of step or was strained during the COVID-19 pandemic. Resonant with broader conversations about research-practice connections, neither research nor practice contexts are considered to bear the blame; the challenge emerges from the educational ecosy…
Leadership in times of crisis
Systemic disruptions and uncertainties resulting from the prolonged COVID-19 pandemic have put extraordinary pressure on system-level educational leadership worldwide. Despite often being seen as drivers of thinking and change, system leaders had few, if any, precedents to draw from on how to lead effectively through such crises. This paper examines Ontario secondary school teachers’ (N = 17) perspectives on system-level educational leadership du…
Facilitating Research-Informed Educational Practice for Inclusion. Survey Findings From 147 Teachers and School Leaders in England
This paper considers the engagement by teachers and school leaders in England in educational practices that are both ‘research-informed’ and supportive of inclusive education. We do so by seeking to understand the benefits, costs, and signifying factors these educators associate with research-use. In undertaking the study, we first worked to develop and refine a survey instrument (the ‘Research-Use BCS survey’) that could be used to uniquely and …
A Framework to Combine Mixed Methods Integration and Developmental Evaluation to Study Complex Systems
This article considers the opportunities and challenges of mixed methods integration within the context of conducting developmental evaluations with diverse stakeholders. The article proposes a four-part planning framework that explicitly maps the eight principles of developmental evaluation to key questions about integration: Why integrate? What will be integrated? When and how will integration occur? The framework is used to explore and compare…
Co-production and arts-informed inquiry as creative power for knowledge mobilisation
Background: Interest in using arts-informed approaches within research to increase stakeholder engagement is growing; however, there is little work describing how these approaches are operationalised across contexts. This article addresses that gap by exploring the use of arts-informed approaches across three projects. Aims and objectives: We explore how conceptualising research and evaluation as creative endeavours, particularly in arts-informed…
An Application of the Social-ecological Systems Framework to Promoting Evidence-informed Policy and Practice
Education policy continues to press for increased use of research evidence in decision-making, yet decades of research point to weak links between research and practice. We see evidence-informed improvement not as a problem with schools, but with a larger evidence-use ecosystem. As a step toward building and strengthening multidirectional paths between research, practice, and policy, we explore three overlapping research contexts: production, pra…
Climates of trust, innovation, and research use in fostering evidence-informed practice in French schools
In France as elsewhere, various arguments suggest that evidence-informed practice (EIP) in education may positively impact student outcomes. However, while these arguments are beginning to mature in countries such as England, uptake of EIP theories in the French context is still nascent. The study presented in this paper seeks to address this knowledge gap. Findings suggest that French school staff generally believe that research evidence could i…
Incorporating problem-based learning in a secondary school mathematics preservice teacher education course
Can models of distributed leadership be used to mobilise networked generated innovation in schools? A case study from England
Blending Research, Journalism, and Community Expertise
The patterns of practice characterizing coproduction as an approach to research communication are explored through semistructured interviews with researchers ( N = 6), journalists ( N = 6), a community liaison ( N = 1), and editorial staff ( N = 2) who participated in the coproduction of podcasts. Despite various challenges encountered by participants, coproduction was a primarily positive experience that motivated the reexamination of taken-for-…
A person-centered analysis of teacher candidates’ approaches to assessment
A person-centered analysis of teacher candidates’ approaches to assessment
Co-production and arts-informed inquiry as creative power for knowledge mobilisation
Background: Interest in using arts-informed approaches within research to increase stakeholder engagement is growing; however, there is little work describing how these approaches are operationalised across contexts. This article addresses that gap by exploring the use of arts-informed approaches across three projects. Aims and objectives: We explore how conceptualising research and evaluation as creative endeavours, particularly in arts-informed…
Can models of distributed leadership be used to mobilise networked generated innovation in schools? A case study from England
Blending Research, Journalism, and Community Expertise
The patterns of practice characterizing coproduction as an approach to research communication are explored through semistructured interviews with researchers ( N = 6), journalists ( N = 6), a community liaison ( N = 1), and editorial staff ( N = 2) who participated in the coproduction of podcasts. Despite various challenges encountered by participants, coproduction was a primarily positive experience that motivated the reexamination of taken-for-…
Incorporating problem-based learning in a secondary school mathematics preservice teacher education course
A person-centered analysis of teacher candidates’ approaches to assessment
Can models of distributed leadership be used to mobilise networked generated innovation in schools? A case study from England
Blending Research, Journalism, and Community Expertise
The patterns of practice characterizing coproduction as an approach to research communication are explored through semistructured interviews with researchers ( N = 6), journalists ( N = 6), a community liaison ( N = 1), and editorial staff ( N = 2) who participated in the coproduction of podcasts. Despite various challenges encountered by participants, coproduction was a primarily positive experience that motivated the reexamination of taken-for-…
Climates of trust, innovation, and research use in fostering evidence-informed practice in French schools
In France as elsewhere, various arguments suggest that evidence-informed practice (EIP) in education may positively impact student outcomes. However, while these arguments are beginning to mature in countries such as England, uptake of EIP theories in the French context is still nascent. The study presented in this paper seeks to address this knowledge gap. Findings suggest that French school staff generally believe that research evidence could i…
Incorporating problem-based learning in a secondary school mathematics preservice teacher education course
Facilitating Research-Informed Educational Practice for Inclusion. Survey Findings From 147 Teachers and School Leaders in England
This paper considers the engagement by teachers and school leaders in England in educational practices that are both ‘research-informed’ and supportive of inclusive education. We do so by seeking to understand the benefits, costs, and signifying factors these educators associate with research-use. In undertaking the study, we first worked to develop and refine a survey instrument (the ‘Research-Use BCS survey’) that could be used to uniquely and …
A Framework to Combine Mixed Methods Integration and Developmental Evaluation to Study Complex Systems
This article considers the opportunities and challenges of mixed methods integration within the context of conducting developmental evaluations with diverse stakeholders. The article proposes a four-part planning framework that explicitly maps the eight principles of developmental evaluation to key questions about integration: Why integrate? What will be integrated? When and how will integration occur? The framework is used to explore and compare…
Co-production and arts-informed inquiry as creative power for knowledge mobilisation
Background: Interest in using arts-informed approaches within research to increase stakeholder engagement is growing; however, there is little work describing how these approaches are operationalised across contexts. This article addresses that gap by exploring the use of arts-informed approaches across three projects. Aims and objectives: We explore how conceptualising research and evaluation as creative endeavours, particularly in arts-informed…
An Application of the Social-ecological Systems Framework to Promoting Evidence-informed Policy and Practice
Education policy continues to press for increased use of research evidence in decision-making, yet decades of research point to weak links between research and practice. We see evidence-informed improvement not as a problem with schools, but with a larger evidence-use ecosystem. As a step toward building and strengthening multidirectional paths between research, practice, and policy, we explore three overlapping research contexts: production, pra…
Closing Research-Practice Gaps in the Delivery of Online Teaching and Learning
In this article, the authors introduce four areas of practice—equity and inclusion, instructional design, assessment, and leadership—where the relationship between research and practice either fell out of step or was strained during the COVID-19 pandemic. Resonant with broader conversations about research-practice connections, neither research nor practice contexts are considered to bear the blame; the challenge emerges from the educational ecosy…
Leadership in times of crisis
Systemic disruptions and uncertainties resulting from the prolonged COVID-19 pandemic have put extraordinary pressure on system-level educational leadership worldwide. Despite often being seen as drivers of thinking and change, system leaders had few, if any, precedents to draw from on how to lead effectively through such crises. This paper examines Ontario secondary school teachers’ (N = 17) perspectives on system-level educational leadership du…
Educational leaders and school-based mental health
This study examines the relational dynamics of knowledge brokerage among educational leaders in implementing multi-tiered systems of support (MTSS) for mental health promotion in schools. Recognizing the critical link between student mental health and academic achievement, schools are increasingly expected to provide comprehensive mental health supports. Utilizing social network analysis (SNA), this research explores the information-seeking behav…
The Side Effects of Universal School-Based Mental Health Supports
A challenge with universal school-based mental health supports is the limited understanding of potential unintended or unanticipated outcomes. In this review, we examined 47 academic and gray literature sources to address the question, “What are the side effects of universal school-based mental health supports?” We discuss how universal supports can positively impact student mental health, enhance school staff’s knowledge and attitudes in address…
Theorising a spectrum of reasons for failure in knowledge brokering
Failure is not a monolithic outcome, and future research could seek to identify levers for change regarding the failure experiences available to knowledge brokers. Additionally, it will not be enough to learn to fail; research and practice in knowledge brokering must learn to fail intelligently. Finally, failure cannot remain a private experience. Advancing the field of knowledge brokering will require researchers and practitioners to share when …
A narrative review of research-informed teaching practice in teacher education
This narrative review explores how scholarly literature conceptualizes and portrays research-informed teaching practice (RITP) within initial teacher education. Synthesizing 26 peer-reviewed articles, the analysis identified three central themes: the influence of teacher candidates’ beliefs and skills; the role of teacher education programs in integrating research and practice; and the value of collaborative, situated learning environments. The f…
The leadership of innovation in education
Although innovation is widely promoted as essential to educational transformation, definitional ambiguity and a persistent disconnect between policy rhetoric and implementation realities leave educational leaders without the conceptual clarity or systemic support necessary to enact meaningful change. This article presents findings from a global environmental scan that explores how innovation in education is defined, enacted, and constrained throu…
Conceptualising innovation in education
School leadership is increasingly recognised as a critical lever for driving innovation in education, yet the concept of innovation itself remains conceptually ambiguous and inconsistently enacted across contexts. This scoping review examines how innovation is conceptualised in the school leadership literature and explores its relationship to leadership and change. Drawing on 63 peer-reviewed studies published between 2014 and 2025, the review fo…
Conceptualizing innovation in education
Innovation is all around. Educational policy reform, leadership imperatives, technological advancement, school improvement priorities and equity-oriented work are frequently characterised as focal
ICT knowledge absorptive capacity
This study examines whether and how a school's information and communication technology (ICT) knowledge absorptive capacity (ACAP) affects technology integration in schools. In addition, it investigates the influence of various contextual factors on the degree of contingency of ACAP, such as activation triggers, social integration mechanisms and regimes of appropriability. The study is based on a random sample of N = 411 schools representative of…
Political science (11 obras) · Psychology (11 obras) · Public relations (10 obras) · Pedagogy (9 obras) · Sociology (9 obras) · Computer Science (8 obras) · Knowledge management (7 obras) · Teacher Education and Leadership Studies (7 obras) · Evaluation and Performance Assessment (6 obras) · Business (4 obras)