Overview
Our research has been funded by Scottish Government and undertaken in partnership with local authorities over a period of nearly 10 years. Our research has drawn out the complex ways in which pedagogy, curriculum and assessment are entangled in bringing about change (Drew et al 2016; Drew et al, 2020; Priestley & Drew, 2019) and has shown the necessity for:
- achieving critical mass through teachers working collaboratively
- developing academic literacy in order that teachers make evidence-informed changes to practice
- increasing a school’s capacity for change in support of sustainability
- robust evaluation of contexts in order to scale up changes to practice
System level change is effected through the take up and dissemination of ideas in policy.
