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      How effective is the research and development ecosystem for England's schools?

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          Abstract

          This article examines the role of research and development within England's school system. From a range of literature past and present we argue that six features (three dimensions) should form the focus for action at the institutional, systemic and policy levels. Applying these stress tests to the current system, we suggest that an effective ecosystem of research-informed schools is as yet not being fully realized. We argue that the keys to improving this are to change the structures, cultures and incentives that bridge the research–practice divide, and to align accountability arrangements to allow schools to learn through enquiry.

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          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          27 March 2018
          : 16
          : 1
          : 136-151
          Article
          1474-8460(20180327)16:1L.136;1- s12.phd /ioep/clre/2018/00000016/00000001/art00012
          10.18546/LRE.16.1.12
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          Articles - General

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          London Review of Education
          Volume 16, Issue 1

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