Artículos
Agud, I., & Ion, G. (2019). Based Learning in Initial Teacher Education in Catalonia. Center for Educational Policy Studies Journal, 9(2), 99-118. https://doi.org/10.26529/cepsj.564
Armengol, C., del Arco I., Gairín J., Muñoz-Moreno J. L., & Rodríguez-Gómez D. (2019). Prácticas curriculares en la formación universitaria de los futuros profesionales: modelo para la actuación. Revista Practicum, 4(1), 19-36. Recuperado de https://idp.gteavirtual.org/ojs/index.php/iop/article/view/59/100
Brown, C. (2019). Exploring the current context for Professional Learning Networks, the conditions for their success, and research needs moving forwards. Emerald Open Research, 1(1), 1-21. https://doi.org/10.12688/emeraldopenres.12904.2
Brown, C., & Flood, J. (2018). Exploring teachers’ conceptual uses of research as part of the creation and sharing of research-informed practices. SAGE Open.
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? Teacher and Teaching Education, 72, 144-154. https://doi.org/10.1016/j.tate.2018.03.007
Brown, C., & Flood, J. (2018). Using theories of action to ensure conceptual research use results in impactful research-informed interventions. AERA Online Paper Repository.
Brown, C., Schildkamp, K. & Hubers, M. D. (2017). Combining the best of two worlds: a conceptual proposal for evidence-informed school improvement. Educational Research, 59(2), 154-172. https://doi.org/10.1080/00131881.2017.1304327
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 Educational Research, 89, 36-46. https://doi.org/10.1016/j.ijer.2018.04.003
Cain, T., & Allan, D. (2017). The invisible impact of educational research. Oxford Review of Education, 43(6), 718-732. https://doi.org/10.1080/03054985.2017.1316252
Cain, T. (2016). Denial, opposition, rejection or dissent: why do teachers contest research evidence? Research Papers in Education, 32(5), 611-625. https://doi.org/10.1080/02671522.2016.1225807
Cain, T., Brindley, S., Brown, C. Jones, G., & Riga, F., (Accepted for publication) Bounded decision-making, teachers’ reflection, and organisational learning: how research can inform teachers and teaching. British Educational Research Journal.
Cantón, I. & Tellez, S. (2017). La satisfacción en el desempeño profesional de los docentes de educación infantil y educación primaria. Un estudio de caso. Profesorado, Revista de Currículum y Formación del Profesorado, 21(4), 279-292. Recuperado de https://revistaseug.ugr.es/index.php/profesorado/article/view/10056/8189
Flood, J., & Brown, C. (2018). Does a theory of action approach help teachers engage in evidence-informed self-improvement?. Research for All, 2(2), 347-358. https://doi.org/10.18546/RFA.02.2.12
Godfrey, D., & Brown, C. (2018). How effective is the research and development ecosystem for England's schools?. London Review of Education, 16(1), 136-151. https://doi.org/10.18546/LRE.16.1.12
Ion, G., Iftimescu, S., Proteasa, C., & Marin, E. (2019). Understanding the Role, Expectations, and Challenges That Policy-Makers Face in Using Educational Research. Education Sciences, 9(2), 81. https://doi.org/10.3390/educsci9020081
Ion, G., Marin, E., & Proteasa, C. (2019). How does the context of research influence the use of educational research in policy-making and practice?. Educational Research for Policy and Practice, 18(2), 119-139. https://doi.org/10.1007/s10671-018-9236-4
Ion, G., Stîngu, M., & Marin, E. (2019). How can researchers facilitate the utilisation of research by policy-makers and practitioners in education?. Research Papers in Education, 34(4), 483-498. https://doi.org/10.1080/02671522.2018.1452965
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). https://doi.org/10.22230/ijepl.2019v15n3a837
Malin, J., Brown, C., & Trubceac, A. S. (2018). Going for broke: A multiple-case study of brokerage in education. AERA Open, 4(2). https://doi.org/10.1177/2332858418769297
Martín, S., & Cantón-Mayo, I. (2019). Teachers 3.0: Patterns of use of five digital tools. Digital Education Review, (35), 202-215. https://doi.org/10.1344/der.2019.35.202-215
Murillo, J. & Perines, H. (2017). Cómo los docentes no universitarios perciben la investigación educativa. Revista Complutense de Educación, 28(1), 81-99. https://doi.org/10.5209/rev_RCED.2017.v28.n1.48800
Perines, H. (2018). ¿Por qué la investigación educativa no impacta en la práctica docente? Estudios sobre educación, 34, 9-27. https://doi.org/10.15581/004.34.9-27
Stoll, L. (2017). Five challenges in moving towards evidence-informed practice. Impact - Journal of the chartered college of teaching. Recuperado de: https://impact.chartered.college/article/stoll-five-challenges-evidence-informed-practice/
Rogers, S., Brown, C & Poblete, X., 22 May 2019, (Accepted for publication). A systematic review of the evidence base for professional learning in early years education: the PLEYE Review. Review of Education.
Libros
Brown, C. (2018). How social science can help us make better choices: Optimal rationality in action. Portsmouth, United Kingdom: Emerald Publishing Limited.
Brown; C., & Flood, J. (2019). Formalise, Prioritise and Mobilise: How School Leaders Secure the Benefits of Professional Learning Networks. Bingley, United Kingdom: Emerald Publishing Limited.
Godfrey, D., & Brown, C. (Eds.). (2019). An Ecosystem for Research-Engaged Schools: Reforming Education Through Research. London, UK: Routledge. https://doi.org/10.4324/9780203701027
Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. Abingdon (Oxon), New York: Routledge. https://doi.org/10.4324/9780203887332
Malin, J. & Brown, C. (Eds.). (2019).The Role of Knowledge Brokers in Education: Connecting the Dots Between Research and Practice. Abingdon (Oxon), New York: Routledge. https://doi.org/10.4324/9780429462436
Tripney, J., Gough, D., Sharples, J., Lester, S. & Bristow, D. (2018). Promoting Teacher Engagement with Research Evidence. Wales Centre for Public Policy: Reino Unido. Recuperado de https://dera.ioe.ac.uk/32539/1/WCPP-Promoting-Teacher-Engagement-with-Research-Evidence-October-2018.pdf
Capítulo de Libro
Cantón, I., Cañon, R., y García, S. (2018). Gestión del talento y learnhability en futuros maestros de Infantil y Primaria. En J. Gairín y C. Mercader. (Eds.), Liderazgo y gestión del talento en las organizaciones (pp. 89-106). Barcelona, España: Wolters Kluwer.
Cantón, I., García, S., y Ferrero, E. (2018). Identidad profesional docente. La perspectiva de los maestros actuales y futuros. En I. Del Arco y P. Silva. (Eds.), Tendencias nacionales e internacionales en Organización Educativa: entre la estabilidad y el cambio (pp. 77-87). Madrid, España: Wolters Kluwer.
Informes
Organización para la Cooperación y el Desarrollo Económicos. (2016). What makes a school a learning organisation? A guide for policy makers school leaders and teachers. Paris, France: OECD. Recuperado de https://www.oecd.org/education/school/school-learning-organisation.pdf
Villalba, E. (2007). The Concept of Knowledge for a Knowledge-based Society. Institute for the Protection and Security of the Citizen. Ispra (VA), Italy: European Commission. Recuperado de https://op.europa.eu/en/publication-detail/-/publication/3dcf9106-d883-4a14-b49e-8d007d199f44
