Developing Educational Leadership

Dr Lesley Anderson is a Senior Lecturer in the Department of Education at the UK’s The Open University (OU). Her current responsibilities include chairing the only compulsory module in the Masters in Education programme, supervising and examining doctoral students and leading the educational leadership and management academic area within the Doctorate in Education (EdD) programme.  Additionally, Lesley is involved in various research activities.  In addition to the DelPHE project, current projects include the relationship between leadership and social inclusion and access to and other issues connected with higher level study by prisoners

• Introduction - Lesley Anderson and Nigel BennettPART ONEEvidence-Informed Policy and Practice in Teaching and Learning - Charles DesforgesA Government Strategy for Research and Development in Education - Judy SebbaSystematic Reviews - Philip DaviesHow are They Different from What We Already Do?Practical Systems Sysematic Reviews of Research to Inform Policy and Practice in Education - James Thomas and Angela HardenDeveloping Evidence-Informed Policy and Practice in Educational Leadership and Management - Rosalind Leva[ce]cic and Ron GlatterA Way ForwardPART TWOFoul Is Fair and Fair Is Foul - Les Bell, Ray Bolam and Leela CubilloConducting a Systematic Review of an Aspect of Educational Leadership and ManagementResearch and Evidence-Based Practice - Philippa CordingleyFocusing on Practice and PractitionersPractitioner Research in Educational Leadership and Management - Marianne ColemanSupport and ImpactEvidence-Informed Policy and Practice in the Learning and Skills Sector - Jacky LumbyValuable Insights or Further Distractions? - Chris DarkUsing Evidence-Informed Policy and Practice to Determine School-Based Decisions and ActionsLeading to Improve - Will WaleEIPP at a Personal Level Leadership Studies in Education - Peter Ribbins and Helen GunterMaps for EPPI Reviews?

`This is a very worthwhile book with, unusually, something for different dispositions. Reading it is like attending a research conference; an activity restricted to a fortunate few. For those who have never attended one, put this on your bookshelf! I would recommend that it takes a prominent place on reading lists for masters courses in educational leadership′ - Mervyn Flecknoe, Leeds Metropolitain University