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Overview

Prof Chris Brown

Professor (School of Education) / Deputy Executive Dean, Research (Faculty of Health and Social Sciences)

BSc, MRes, DPhil, PGCTLHE, SFHEA


Affiliations
AffiliationRoom numberTelephone
Professor (School of Education) / Deputy Executive Dean, Research (Faculty of Health and Social Sciences) in the School of EducationED221A 
Deputy Executive Dean, Research (incorporating PGR) in the Faculty of Social Sciences and Health  
Fellow in the Durham Research Methods Centre  
Associate Fellow in the Institute of Advanced Study  

Biography

Professor Chris Brown is Professor in Education at Durham University's School of Education and Deputy Executive Dean (Research) for the Faculty of Social Sciences and Health.

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.

 

Research interests

  • Evidence informed policy and practice
  • Teacher Professional Development
  • School system improvement
  • Area Based Reform
  • Educational change
  • Educational leadership
  • Reducing social disadvantage

Research Projects

  • 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?

Awarded Grants

  • 2020: Closing the educational attainment gap for disadvantaged children: exploring the potential of place based, multi-agency interventions.(£15000.00 from )
  • 2020: Evidence Informed Practise for School Inclusion(£57389.31 from Interreg (ERDF) Europe)
  • 2019: What Makes Effective Area-based Reform In Education?(£41362.80 from )

Esteem Indicators

  • 2021: Distinguished Visiting Professor: Institute of Education, University of Tüebingen:
  • 2021: Emerald Publishing ‘Literati’ award (‘Outstanding Paper’: Journal of Professional Capital and Community) :
  • 2021: Member: The Mercers’ Company, Young People & Education Committee :
  • 2020: Expert Advisor: New South Wales Education Standards Authority, Teacher Engagement Advisory Group:
  • 2019: Board Member: International Congress for School Improvement and Effectiveness:
  • 2019: Editorial Board Member: International Journal of Educational Policy and Leadership :
  • 2019: Fellow: Durham Research Methods Centre:
  • 2019: Fellow: Institute for Data Science:
  • 2019: Stiftung Mercator Foundation Senior Fellowship (personal award of €55,500): Each year, Stiftung Mercator Foundation identifies and invites just six people world-wide to apply 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. ;
  • 2019: Visiting Professor, Fakultät für Bildungswissenschaften, University of Duisburg-Essen:
  • 2019: Visiting Professor, School of Education, University of Portsmouth :
  • 2018: The British Educational Leadership, Management & Administration Society’s ‘Reflective Practice’ award (Commendation): This 'Reflective Practice' award is made to those who are able to demonstrate leadership of an innovation in an educational setting which has made a significant contribution to the development of an organisation
  • 2017: Emerald Publishing Literati award (‘Highly Commended’): The ;Literati award recognises a journal article that represents ‘one of the most impressive pieces of work the judges have seen throughout the past year’ and was awarded for a co-authored paper: ‘What causes discrepancies between teachers’ attitudes towards evidence use and actual instances of evidence use in schools?’ (Journal of Educational Administration).
  • 2016: American Educational Research Association’s ‘Excellence in Research to Practice’ award (Research Use SIG): The 'Excellence in Research to Practice’ award is presented for ‘exemplary performance in moving research into the field of practice’ and is based on scholarship that brings ‘substantive attention to the degree to which research is applied and sustained in decision-making, practice or school policy’
  • 2016: The University Council for Educational Administration ‘Jeffrey V. Bennett Outstanding International Research’ award: The 'Jeffrey V. Bennett award recognizes ‘outstanding international researchers contributing to a global understanding of the international study of school leadership’
  • 2015: American Educational Research Association ‘Emerging Scholar’ award (Education Change SIG): The Emerging Scholar award is presented to an individual who,‘within the first eight years of their academic career has demonstrated a strong record of original and significant scholarship related to educational change’.

Media Contacts

Available for media contact about:

  • Education: School leadership
  • Education: Teacher Professional Development
  • Education: Reducing social disadvantage
  • Education: Education policy
  • Education: School system improvement

Publications

Authored book

  • Brown, C. & Luzmore, R. (2021). Educating Tomorrow: Learning for the post-pandemic world. Emerald.
  • Brown, C. (2021). The Amazing Power of Networks. A [research-informed] choose your own destiny book. John Catt.
  • Brown, C. (2020). The Networked School Leader: How to improve teaching and student outcomes using learning networks. Emerald.
  • Malin, J. & Brown, C. (2019). The Role of Knowledge Brokers in Education: Connecting the Dots Between Research and Practice. Routledge.
  • Brown, C. & Flood, J. (2019). Formalise, Prioritise and Mobilise: How school leaders secure the benefits of Professional Learning Networks (London, Emerald). Emerald.
  • 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.

Chapter in book

Conference Paper

Edited book

  • 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.

Journal Article

Supervision students