Jane Flood
Biographic Data
| ID | 6510071 |
|---|---|
| NAME | Jane Flood |
| GIVEN NAMES | Jane |
| FAMILY NAME | Flood |
| SIGNATURE | FLOOD J |
| AFFILIATIONS | Durham University |
| ORCID | 0000-0003-2372-3642 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
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 …
World-wide barriers and enablers to achieving evidence-informed practice in education
A global push exists to bolster the connections between research and practice in education. However, fostering evidence-informed practice (EIP) has proven challenging. Indeed, this ‘problem’ requires simultaneously attending to multiple aspects/levels of education systems, and to the contexts within which they reside. As such, comparative analyses using systems approaches hold potential for achieving context-specific insights regarding how to fos…
Conquering the professional learning network labyrinth
Increasingly, policymakers, school and school system leaders are turning to Professional Learning Networks (PLNs) as a means to achieve bottom-up educational improvement at scale (Brown and Poortman, 2018). Likening the leadership challenges of establishing PLNs to conquering a labyrinth, this paper draws on extant literature to explore one key factor thought vital to the success of PLNs: the role of school leaders in creating a two-way link betw…
The three roles of school leaders in maximizing the impact of Professional Learning Networks
Can models of distributed leadership be used to mobilise networked generated innovation in schools? A case study from England
Lost in translation? Can the use of theories of action be effective in helping teachers develop and scale up research-informed practices
Lost in translation? Can the use of theories of action be effective in helping teachers develop and scale up research-informed practices
World-wide barriers and enablers to achieving evidence-informed practice in education
A global push exists to bolster the connections between research and practice in education. However, fostering evidence-informed practice (EIP) has proven challenging. Indeed, this ‘problem’ requires simultaneously attending to multiple aspects/levels of education systems, and to the contexts within which they reside. As such, comparative analyses using systems approaches hold potential for achieving context-specific insights regarding how to fos…
Conquering the professional learning network labyrinth
Increasingly, policymakers, school and school system leaders are turning to Professional Learning Networks (PLNs) as a means to achieve bottom-up educational improvement at scale (Brown and Poortman, 2018). Likening the leadership challenges of establishing PLNs to conquering a labyrinth, this paper draws on extant literature to explore one key factor thought vital to the success of PLNs: the role of school leaders in creating a two-way link betw…
The three roles of school leaders in maximizing the impact of Professional Learning Networks
Can models of distributed leadership be used to mobilise networked generated innovation in schools? A case study from England
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 …
Pedagogy (5 works) · Political science (5 works) · Psychology (5 works) · Public relations (5 works) · Teacher Education and Leadership Studies (5 works) · Sociology (4 works) · Educational and Psychological Assessments (3 works) · Educational Assessment and Improvement (3 works) · Educational leadership (3 works) · Evaluation and Performance Assessment (2 works)