| Leadership of schools as research-led organisations in the English educational environment: Cultivating a research engaged school culture D Godfrey Educational Management Administration and Leadership 44 (2), 301-321, 2016 | 148 | 2016 |
| External accountability of collaborative arrangements; a case study of a Multi Academy Trust in England MCM Ehren, D Godfrey Educational Assessment, Evaluation and Accountability 29, 339-362, 2017 | 60 | 2017 |
| What is the proposed role of research evidence in England’s ‘self-improving’school system? D Godfrey Oxford Review of Education 43 (4), 433-446, 2017 | 57 | 2017 |
| A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools D Godfrey, S Seleznyov, J Anders, N Wollaston, F Barrera-Pedemonte Professional Development in Education 45 (2), 325-340, 2019 | 54 | 2019 |
| An ecosystem for research-engaged schools: Reforming education through research D Godfrey, C Brown Routledge, 2019 | 53 | 2019 |
| Literature review on internal evaluation R Nelson, M Ehren, D Godfrey UCL IoE, 2015 | 34 | 2015 |
| How effective is the research and development ecosystem for England's schools? D Godfrey, C Brown London review of education 16 (1), 2018 | 25 | 2018 |
| Creating a research culture–lessons from other schools D Godfrey SecEd, 2014 | 18 | 2014 |
| School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications D Godfrey | 17* | 2020 |
| Multivoicedness as a tool for expanding school leaders’ understandings and practices for school-based professional development C Montecinos, M Cortez Muñoz, F Campos, D Godfrey Professional development in education 46 (4), 677-690, 2020 | 12 | 2020 |
| Evidence use, research-engaged schools and the concept of an ecosystem D Godfrey, G Handscomb An ecosystem for research-engaged schools, 4-21, 2019 | 12 | 2019 |
| From external evaluation, to school self-evaluation, to peer review D Godfrey School Peer Review for Educational Improvement and Accountability: Theory …, 2020 | 7 | 2020 |
| Moving forward–how to create and sustain an evidence-informed school ecosystem D Godfrey An ecosystem for research-engaged schools, 202-219, 2019 | 7 | 2019 |
| From peer review to collaborative peer enquiry: Action research for school improvement and leadership development D Godfrey London Review of Education 18 (3), 373-389, 2020 | 6 | 2020 |
| Leading for innovation and evidence-informed improvement C Brown, L Stoll, D Godfrey School leadership and System Reform in the 21st Century, 2017 | 6* | 2017 |
| Feedback by Dutch Inspectors to Schools MJ Dobbelaer, D Godfrey, HMB Franssen School inspectors: Policy implementers, policy shapers in national policy …, 2017 | 6 | 2017 |
| Exploring Cultures of Research Engagement at Eight English Secondary Schools D Godfrey UCL (University College London), 2017 | 5 | 2017 |
| Evaluation of the schools partnership programme J Anders, D Godfrey, L Stoll, T Greany, R McGinity, B Munoz-Chereau Education Endowment Foundation, 0 | 5 | |
| Innovative models that bridge the research–practice divide: Research learning communities and research-informed peer review D Godfrey, C Brown An ecosystem for research-engaged schools, 91-107, 2019 | 3 | 2019 |
| Enabling students’ right to participate in a large sixth form college: Different voices, mechanisms and agendas’ D Godfrey The Student Voice Handbook: Bridging the academic/practitioner divide …, 2011 | 3 | 2011 |
Melanie EhrenProfessor in school and educational governance, Vrije Universiteit AmsterdamVerified email at vu.nl
