Prof Chris Brown, BSc, MRes, DPhil, PGCTLHE, SFHEA
(email at email@example.com)
Professor Chris Brown is Professor in Education at Durham University's School of Education.
Chris is seeking to drive forward the notion of Professional Learning Networks (PLNs) as a means to promote the collaborative learning of teachers. The aim of this collaborative learning is to improve both teaching practice and student outcomes, not only in individual schools, but also in the school system more widely. To this end Chris has co-edited one book in this area, Networks for Learning: Effective Collaboration for Teacher, School and System Improvement (Routledge, 2018); is co-editor of the Emerald’s Professional Learning Networks Book Series (and has also contributed one book to this series); and is co-founder and co-convener of theInternational Congress for School Effectiveness and Improvement’s Professional Learning Networks research network. Chris was also recently awarded a significant research grant by Bosch Foundation to examine the effectiveness of area-based reforms: in themselves a specific form of PLN.
Alongside his research into PLNs Chris also has a long-standing interest in how research evidence can and should, but often doesn’t, aid the development of education policy and practice. Here Chris has edited authored five books, including Achieving Evidence-Informed Policy and Practice in Education (Emerald Publishing, 2017), scores of papers and has presented and keynoted on the subject at a number of international conferences in Europe, Asia and North and South America. Chris also has extensive experience of leading a range of funded projects, many of which seek to help practitioners to identify and scale up best practice. These include an evaluation of England’s progress towards an evidence informed school system (funded by England’s Department for Education) and a grant the Education Endowment Foundation to work with 100+ primary schools in England to increase their use of research.
In 2018 Chris was also awarded a Stiftung Mercator Foundation Senior Fellowship. Each year Stiftung Mercator identifies and invites just six people world-wide to apply each year for one of its fellowships. Potential Fellows are identified by a panel as ‘exceptionally talented and outstanding researchers and practitioners’ from areas seen as relevant to the themes and fields of activity of Stiftung Mercator. The purpose of the Mercator Fellowship programme is to offer selected fellows the space and freedom to also devote themselves to exploratory and unconventional research and practical projects (typically for six months). Previous fellows include advisors to former US President Obama and current French President Macron.
Other recent prizes include the 2015 American Educational Research Association ‘Emerging Scholar’ award; the 2016 AERA Excellence in Research to practice award and the 2016 UCEA Jeffrey V. Bennett Outstanding International Research award.
- Assessment, Evaluation and Educational Effectiveness
- Durham University Evidence Centre for Education (DECE)
- International and Comparative Education
- Pedagogy and Curriculum
- Closing the educational attainment gap for disadvantaged children: exploring the potential of place based, multi-agency interventions
- What Makes Effective Area-based Reform In Education?
- Area Based Reform
- Educational change
- Educational leadership
- Evidence informed policy and practice
- Reducing social disadvantage
- School system improvement
- Teacher Professional Development
- Miami University, Oxford
- Universitat Autònoma de Barcelona
- University of California, San Diego
- University of Duisburg-Essen
- University of Philadelphia
- University of Twente
- 1: Brown, C & Zhang, D. (2017). How can school leaders establish evidence informed schools: an analysis of the effectiveness of potential school policy levers. Educational Management and Leadership 45(3): 382-401.
- 2: Brown, C. & Zhang, D. (2016). Is engaging in evidence-informed practice in education rational? Examining the divergence between teachers’ attitudes towards evidence use and their actual instances of evidence use in schools. British Educational Research Journal 45(5): 780-801.
- 3: Brown, C, Daly, A & Liou, Y-H. (2016). Improving Trust, Improving Schools: Findings from a Social Network Analysis of 43 Primary Schools in England. Journal of Professional Capital & Community 1(1): 69-91.
- 4: Daly, A, Liou, Y-H & Brown, C (2016). Social Red Bull: Exploring energy relationships in a School District Leadership Team. Harvard Educational Review 86(3): 412-448.
- 5: Brown, C, Zhang, D, Xu, N & Corbett, S (2018). Exploring the impact of social relationships on teachers’ use of research: A regression analysis of 389 teachers in England. International Journal of Education Research 89: 36-46.
- 6: Brown, C & Flood, J (2018). Lost in translation? Can the use of theories of action be effective in helping teachers develop and scale up research-informed practices?. Teaching and Teacher Education 72 : 144-154.
- 7: Rogers, S., Brown, C. & Poblete, X. (2020). A systematic review of the evidence base for professional learning in early years education: the PLEYE Review. Review of Education 8(1): 156-188.
- Brown, C. (2020). The Networked School Leader: How to improve teaching and student outcomes using learning networks. Emerald.
- Brown, C. & Flood, J. (2019). Formalise, Prioritise and Mobilise: How school leaders secure the benefits of Professional Learning Networks (London, Emerald). Emerald.
- Malin, J. & Brown, C. (2019). The Role of Knowledge Brokers in Education: Connecting the Dots Between Research and Practice. Routledge.
- Brown, C. (2018). How Social Science Can Help Us Make Better Choices: Optimal Rationality in Action (Emerald Points). Emerald.
- Brown, C. (2017). Achieving Evidence Informed Policy and Practice in Education: EvidencED. Emerald.
- Brown, C. (2016). Scenes, Semiotics and The New Real: Exploring the Value of Originality and Difference. Palgrave.
- Brown, C. (2014). Evidence-Informed Policy and Practice in Education Paperback. Bloomsbury.
- Brown, C. (2013). Making Evidence Matter: A new perspective for evidence-informed policy making in education (Bedford Way Papers). IOE Press.
- Brown, C. & Poortman, C. (2019). Professional Learning Networks: harnessing collaboration to achieve the scale-up of effective education practices. In Encyclopedia of Educational Innovation. Peters, M. & Heraud, R. Singapore: Springer.
- Godfrey, D. & Brown. C. (2019). An Ecosystem for Research-Engaged Schools: Reforming Education Through Research. Routledge.
- Brown, C. & Poortman, C. (2018). Networks for Learning: Effective Collaboration for Teacher, School and System Improvement. Routledge.
- Brown, C. (2015). Leading the Use of Research and Evidence in Schools. IOE Press.
- Wyse, D, Brown, C, Oliver, S & Poblete, X (Accepted). Education Research and Educational Practice: The Qualities of a Close Relationship. British Educational Research Journal
- Edwards, S. & Brown, C. (Accepted). Using close-to-practice research for school leadership: How can student voice be enhanced in this process?. London Review of Education 18.3.
- Brown, C. & Flood, J. (2020). Conquering the Professional Learning Network labyrinth: what is required from the networked school leader if schools are to benefit from engaging in Professional Learning Networks. School Leadership and Management
- Brown, C. & Flood, J. (2020). Exploring teachers' conceptual uses of research as part of the development and scale up of research-informed practices. International Journal of Education Policy and Leadership
- Brown, C. & Flood, J. (2020). The three roles of school leaders in maximizing the impact of Professional Learning Networks: a case study from England. International Journal of Educational Research 99: 101516.
- Brown, C (2020). Using theories of action approach to measure impact in an intelligent way: A case study from Ontario Canada. Journal of Educational Change 21(1): 135-156.
- Cain, T, Brindley, S, Brown, C, Jones, G & Riga, F (2019). Bounded decision-making, teachers’ reflection, and organisational learning: how research can inform teachers and teaching. British Educational Research Journal
- Tulowitzki, P Bremm, N, Brown, C & Krammer, G (2019). Using Insights from Video Games to Support Formal Education – a Theoretical Exploration. Die Deutsche Schule 111(4): 405-421.
- Malin, J, Brown, C & Saultz, A (2019). What We Want, Why We Want It: K-12 Educators' Evidence Use to Support their Grant Proposals. International Journal of Education Policy and Leadership 15(3): 1-19.
- Malin, J, Brown, C & Trubceac, A (2018). Going for Broke: A Multiple Case Study of Brokerage in Education. AERA Open April-June, 4(2): 1-14.
- Godfrey, C & Brown, C (2018). How effective is the research and development ecosystem for England’s schools?. London Review of Education 16(1): 136-151.
- Brown, C (2017). Further exploring the rationality of evidence-informed practice: a semiotic analysis of the perspectives of a school federation. International Journal of Education Research 82: 28-39.
- Brown, C., Schildkamp, K & Hubers, M (2017). The Evidence-Informed School System in England: Where Should School Leaders Be Focusing Their Efforts?. Educational Research 52(2): 154-172.
- Brown, C, Taylor, C & Ponambalum, L (2016). Using Design Based Research to improve the lesson-study approach to professional development. London Review of Education 14(2): 4-21.
- Brown, C (2014). Advancing policy makers' expertise in evidence-use: a new approach to enhancing the role research can have in aiding educational policy development. Journal of Educational Change 15(1): 19-36.
- Brown, C (2014). The policy agora: how power inequalities affect the interaction between researchers and policy makers. Evidence & Policy: A Journal of Research, Debate and Practice
Available for media contact about:
- Education: School leadership
- Education: Teacher Professional Development
- Education: Reducing social disadvantage
- Education: Education policy
- Education: School system improvement
- 2020: Closing the educational attainment gap for disadvantaged children: exploring the potential of place based, multi-agency interventions. (£15000.00 from )
- 2019: What Makes Effective Area-based Reform In Education? (£41362.80 from )