Governance and educational leadership (original) (raw)
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Cylchgrawn Addysg Cymru / Wales Journal of Education, 2018
The contribution that school leadership can make to school and teacher quality – and thereby to pupil learning – is widely recognised. Pressures on school leaders have increased in recent years, as a result of increased accountability and higher expectations from policy as well as wider societal, economic and technological changes. In response, a number of school systems have established national leadership colleges with a remit to improve the supply and quality of leadership. This article analyses how such national colleges are established and operate in the context of wider system governance, with a focus on examples in England, Scotland and Singapore. It is informed by a review of literature and interviews with current and former chief executives (CEOs) of the three colleges. Critics argue that these national colleges represent a form of 'institutionalised governance' (Gunter and Forrester, 2009: 349), a mechanism for enacting hierarchical policy reforms through the creat...
Remodeling Headteachers in England: Is it the end of educational leadership?, 11(14)
IEJLL: International Electronic Journal for Leadership in Learning, 2007
We examine the contemporary relationship between headship and leadership in England. This speaks to the current globalizing agenda promoting generic leadership within a modernizing agenda of restructuring and re-culturing in public education. Thinking based on several research studies is used to stimulate perspectives on a range of complex tensions between: first, labeling and the realities of work; second, training/credentialing as a leader; third, public accountability and the professional ethic of distributed leadership; and, fourth, centralized reforms and the realities of context. We construct an argument that the labeling of Headteachers as managing directors, chief executives, and more recently as school leaders, combined with training and a requirement to implement reforms, is central to a form of modernization that is reworking professionality as generic and business orientated. This current phase of reform is revealed as a centralized remodeling drive toward de-regulating ...
Education governance and social theory: Interdisciplinary approaches to research
Bloomsbury, 2018
To cite: Wilkins, A. and Olmedo, A. (eds). 2018. Education governance and social theory: Interdisciplinary approaches to research. Bloomsbury: London Available to buy in paperback: https://www.bloomsbury.com/uk/education-governance-and-social-theory-9781350159723/ The study of 'education governance' is a significant area of research in the twenty-first century concerned with the changing organisation of education systems, relations and processes against the background of wider political and economic developments occurring nationally and globally. In Education Governance and Social Theory these important issues are critically examined through a range of innovative theoretical perspectives and methodological approaches to assist in guiding those interested in better understanding and engaging with education governance as an object of critical inquiry and a tool or method of research. With contributions from an international line-up of academics, the book judiciously combines theory and methodologies with case study material taken from diverse geo-political settings to help frame and enrich our understanding of education governance. This is a theoretically and empirically rich resource for those who wish to research education governance and its multifarious operations, conditions and effects, but are not sure how to do so. It will therefore appeal to readers who have a strong interest in the practical application of social theory to making sense of the complex changes underway in education across the globe.
Remodeling Headteachers in England: Is it the end of educational leadership?
ABSTRACT: We examine the contemporary relationship between headship and leadership in England. This speaks to the current globalizing agenda promoting generic leadership within a modernizing agenda of restructuring and re-culturing in public education. Thinking based on several research studies is used to stimulate perspectives on a range of complex tensions between: first, labeling and the realities of work; second, training/credentialing as a leader; third, public accountability and the professional ethic of distributed leadership; and ...
Contents Special Section on Innovations in Educational Governance and Governing Editorial Special Issue: Importance of Management and Leadership Development Programmes: Insights from Cameroon by Frederick Ebot Ashu Articles Progressive Transformative Teacher Education in Cameroon by Tchombe T. M. Student Participation in Shared Governance: A Means of Advancing Democratic Values? by Josephine A. Boland Developing Innovative Competences: The Role of Institutional Frameworks by Richard Whitley Innovation Education: Problems and Prospects in Governance and Management of the Vietnamese Higher Education System by Taylor Brooks Impact of Accountability and Ethics on Public Service Delivery: A South African Perspective by Drs. Kishore Raga and Derek Taylor Strategic Governance in Central and Eastern Europe: from Concepts to Reality by Martin Potůček Policy Review: School Governance in South Africa: Linking Policy and Praxis by Dr. Rika Joubert