{"title":"Contributors","authors":"","doi":"10.16922/wje.20.2.1","DOIUrl":"https://doi.org/10.16922/wje.20.2.1","url":null,"abstract":"","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122553689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial: The Future for School Leadership in Wales","authors":"D. Egan, A. Keane","doi":"10.16922/wje.20.2.2","DOIUrl":"https://doi.org/10.16922/wje.20.2.2","url":null,"abstract":"","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123207851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Balancing the needs of policy and practice, while remaining authentic: an analysis of leadership and governance in three national school leadership colleges","authors":"T. Greany","doi":"10.16922/wje.20.2.5","DOIUrl":"https://doi.org/10.16922/wje.20.2.5","url":null,"abstract":"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), a mechanism for enacting hierarchical policy reforms through the creation of a willing cadre of officially approved front-line leaders. Alternatively, viewed through the lens of complexity theory (Burns and Koster, 2016), these colleges can be seen as a means to align policy and practice and to enhance system and professional learning. This article finds evidence to support both lines of argument, but also highlights differences between the three colleges, for example in their relationship with policy and in their operating models. For example, while Singapore’s settled policy environment means that the Director can focus on working productively with policy makers, the two UK CEOs must navigate more volatile policy landscapes, requiring them to engage more actively with both policy and practice at the same time. Balancing these demands can be difficult, and whilst there is some evidence that the colleges can support system alignment and improvement, they are subject to political demands and changes which can compromise their role and potential impact.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130534836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Davies, E. Milton, Mark Connolly, Rhian Barrance
{"title":"Headteacher Recruitment, Retention and Professional Development in Wales: Challenges and Opportunities","authors":"A. Davies, E. Milton, Mark Connolly, Rhian Barrance","doi":"10.16922/WJE.20.2.11","DOIUrl":"https://doi.org/10.16922/WJE.20.2.11","url":null,"abstract":"This article explores issues of headteacher recruitment, retention and professional development in Wales, within the context of the wider educational policy reforms which, since 2011, have introduced greater external accountability into schools. The paper argues that these reforms have resulted in changes to headteachers' professional roles and identities and that some aspects have militated against headteachers' cultivation and exercising of their 'professional capital' (Hargreaves and Fullan, 2012). The data is derived from thirty semi-structured interviews conducted with headteachers, deputy and assistant heads throughout Wales. Participants' accounts articulate concerns that greater accountability within the Welsh system is acting as a disincentive to headteacher recruitment, and that head-teachers often lack independent sources of support, advice and mentoring, which they can access without the burden of additional scrutiny and accountability. The article concludes by offering a series of observations and recommendations to inform recent renewed efforts to create a new support infrastructure and framework for the development of educational leadership in Wales.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128199962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"How Do Trainees and Alumni of the Teach First Cymru Leadership Development Programme Understand their Contribution to Educational Equity in Wales?","authors":"Hannah Burch","doi":"10.16922/wje.20.2.9","DOIUrl":"https://doi.org/10.16922/wje.20.2.9","url":null,"abstract":"","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128630268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
