Institut für Erziehungswissenschaft

Prof. Chris Brown – Ausgewählte Publikationen

  • Brown, C., Poortman, C., Gray, H., Groß-Ophoff, J. and Wharf, M. (2021) Facilitating collaborative reflective inquiry amongst teachers: what do we currently know?  International Journal of Educational Research, 105, early online access.
  • Brown. C., MacGregor, S. and Flood, J. (2020) Can models of distributed leadership be used to mobilise networked generated innovation in schools? A case study from England, Teaching and Teacher Education, 94, early online access.
  • Malin, J., Brown, C., Ion, G., van Ackeren, I., Bremm, N., Luzmore, R., Flood, J. and Rind, G. (2020) World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany? Humanities and Social Sciences Communications, 7, 99, open access via
  • Brown, C. (2019) Using theories of action approach to measure impact in an intelligent way: a case study from Ontario Canada, Journal of Educational Change, 21, pp. 135–156.
  • Brown, C. (2019) School/university partnerships: An English perspective, Die Deutsche Schule, 111. Jahrgang 2019, Heft 1, S. pp. 22–34.
  • Cain, T., Brindley, S., Brown, C., Jones, G. and Riga, F. (2019) Bounded decision-making, teachers’ reflection, and organisational learning: how research can inform teachers and teaching, British Educational Research Journal, 45, 5, pp. 1072–1087.
  • Brown, C. and 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, May, pp. 144–154.
  • Brown, C., and 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, 42, 5, pp. 780–801.
  • Daly, A., Liou, Y-H. and Brown, C., (2016) Social Red Bull: Exploring energy relationships in a School District Leadership Team, Harvard Review Of Education, 86, 3, pp. 412–448.
  • Brown, C. and Rogers, S. (2015) Measuring the effectiveness of knowledge creation activity as a means to facilitate evidence-informed practice, Evidence & Policy, 11, 2, pp. 189–207.