In all CELSI's work we encourage the use of a range of evidence from different perspectives to support understanding and practice in supporting learning, education leadership and school improvement. This includes the vital experience and evidence of practitioners as researchers and agents of change in their own organisational settings. There is a strong focus on impact on children's and young people's learning, participation and wellbeing.
We support and disseminate research by our academic staff including associates. Through journals, papers, seminars and conferences, we bring this to a national and international audience. CELSI has maintained a strong presence at the International Congress of School Effectiveness and Improvement (ICSEI) since 2002, hosting symposia and presenting papers at Toronto, Copenhagen, Sydney, Rotterdam, Barcelona, Florida, Auckland, Vancouver and Kuala Lumpur. We attend other conferences, both national and international, notably BERA, BELMAS and IPDA.
Current and recent research includes:
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Development of knowledge transfer in multi-agency leadership (Higher Education Innovation Funding)
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Erasmus Intensive Programme focussing on Leading and Managing Inclusive Education in Europe: research and development with University of Oslo (Norway), University College Dublin (Ireland), University of Selcuk (Turkey) and University of Murcia (Spain)
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External evaluation of UK Literacy Association 'Teachers as Readers' Project Phase II: 'Building Communities of Readers' and Phase III: 'Researching Literacy Lives' (funded by Esmée Fairbairn)
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External evaluation of 'Baby Rooms' project (funded by Esmée Fairbairn)
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South East England case study site for International Teacher Leadership Programme led by University of Cambridge
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Individual doctoral and post-doctoral research into professional identity; the role of teachers in school change; transformative leadership; inclusive leadership and learning; organisational change.
We also support education practitioners in publishing accounts of their leadership and enquiry. This includes the Canterbury Action Research Network (CANTARNET) journal, 'The Enquirer', and other academic and professional journals.
The Enquirer journal|
All CELSI staff are actively engaged in collaborating with schools and other agencies in the gathering, analysis and evaluation of evidence as a basis for organisational improvement.
For information about any of the above, please e-mail: