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Management in Education最新文献

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Education governance and the role of the headteacher: The new policy problem in Scottish education 教育治理与校长的作用：苏格兰教育的新政策问题
IF 1.3
Management in Education Pub Date : 2021-11-09 DOI: 10.1177/08920206211057348
C. Forde, D. Torrance, Alison Mitchell, M. McMahon, J. Harvie
{"title":"Education governance and the role of the headteacher: The new policy problem in Scottish education","authors":"C. Forde, D. Torrance, Alison Mitchell, M. McMahon, J. Harvie","doi":"10.1177/08920206211057348","DOIUrl":"https://doi.org/10.1177/08920206211057348","url":null,"abstract":"As part of the current Review of Education Governance in Scotland, the Headteachers’ Charter is perceived as a central policy solution. The Charter changes the responsibilities of the headteacher by altering the relationship between headteacher and local authority, and thereby bringing about changes to the governance of education. If these changes are perceived as the solution, what is the perceived policy problem? This article examines policy documents to explore the policy problem using Bacchi's (2012a) ‘what's the problem represented to be’ (WPR) approach, which uses a framework of six questions to analyse policy texts. The article begins with a brief overview of the policy programme, the ‘Empowerment Agenda’. The article discusses Bacchi's WPR analysis framework and then presents the findings, using this framework. The article ends with a discussion of the impact of the reform of educational governance including the Headteachers’ Charter on the role of the headteacher.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47827342","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}
引用次数: 2
MATification: Plurality, turbulence and effective school governance in England 成熟：英国多元、动荡与有效的学校治理
IF 1.3
Management in Education Pub Date : 2021-11-09 DOI: 10.1177/08920206211051473
M. Gibson, D. Outhwaite
{"title":"MATification: Plurality, turbulence and effective school governance in England","authors":"M. Gibson, D. Outhwaite","doi":"10.1177/08920206211051473","DOIUrl":"https://doi.org/10.1177/08920206211051473","url":null,"abstract":"School governance in England has seen considerable change over the last decade as ongoing structural reform has produced a range of models affecting composition and roles of individual schools and the middle tier. Governance is important as school governing bodies have considerable powers and responsibilities for young peoples’ education (Young, 2017). There are some 300, 000 governors in England, the largest group of volunteers in England, whose work is prominently hidden from view but make a significant contribution not only to their schools, but also the educational system as a whole (James et al., 2010). The changes in particular have seen a move from a stakeholder to a skills-based model (Connolly et al., 2017), and are aligned with changes in school and middle tier structures (Bubb et al., 2019). We wish to argue that this turbulence, creating a series of crises which although centrally formed, are seemingly organic replicating differences across systems prohibits, or at least restricts, effective school governance. We argue this through an exploration of two vignette case studies of single Academy Trusts (SATS) and Multiple Academy Trusts (MATs), exploring changes in each and the vacillations in governance discourse.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49475563","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}
引用次数: 2
Like a puppet on a string … exploring Headteachers’ perceived demise of Local Governing Bodies within an English Multi-Academy Trust 就像被绑在绳子上的木偶……探索在英语多学院信托中，校长对地方管理机构的认知消亡
IF 1.3
Management in Education Pub Date : 2021-11-06 DOI: 10.1177/08920206211051474
Caroline Vinall
{"title":"Like a puppet on a string … exploring Headteachers’ perceived demise of Local Governing Bodies within an English Multi-Academy Trust","authors":"Caroline Vinall","doi":"10.1177/08920206211051474","DOIUrl":"https://doi.org/10.1177/08920206211051474","url":null,"abstract":"Multi-Academy Trusts (MAT) have developed organically in England since 2010. As a result, there appears to be a lack of consistency in the interpretation of delegated responsibilities of Local Governing Bodies (LGB). In a small-scale study of Headteacher (HT) accountability within one English MAT, governance was revealed as a major cause for concern. Accountability links between HT performance management, LGBs, Chief Executive Officer (CEO) and Trust Board were unclear. There was a perception of a lack of upward communication and an increase in local ‘rubber-stamping’ of MAT strategy. It is argued that, whilst LGBs are used as a form of ‘chain of command’ to monitor individual schools, their actual purpose may be operational; governed and limited by the Trust Board. LGBs appear to have lost their strategic influence in the conversion from maintained school to academy. I suggest that the term ‘Local Governing Body’ is potentially erroneous in its nomenclature, as some LGBs merely provide a middle level of ‘educational responsibility’ – puppets on a string.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48995630","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}
引用次数: 0
Values-led governance and parental and community engagement in the Co-operative Academies Trust: An alternative in the neoliberal context of education? 合作院校信托中的价值观主导治理、家长和社区参与:新自由主义教育背景下的另一种选择?
IF 1.3
Management in Education Pub Date : 2021-11-05 DOI: 10.1177/08920206211051465
Janet E. Hetherington, Gillian Forrester
{"title":"Values-led governance and parental and community engagement in the Co-operative Academies Trust: An alternative in the neoliberal context of education?","authors":"Janet E. Hetherington, Gillian Forrester","doi":"10.1177/08920206211051465","DOIUrl":"https://doi.org/10.1177/08920206211051465","url":null,"abstract":"This article examines the nature of governance in the Co-operative Academies Trust which comprises academy schools in England sponsored by the Co-operative Group. The historical and political context for the study is summarised, the research methodology is explained, and data are drawn upon from one case study academy. Structural, organisational and operational deviations of the Co-operative Academies Trust are outlined. The findings illustrate a values-led, branding message and strategic identity, and the placement of senior Co-operative Group employees in the Local Governing Body to ensure the strategic direction is focused upon co-operative values and community. Operationally, the engagement with stakeholders privileges a rational-goal approach, but signs of cultural shift are occurring concurrently with parent forum members demanding deliberation and voice in decision-making.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44552270","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}
引用次数: 3
“Mummy is meeting a teacher, play on the iPad”: Reflecting on educational leadership during COVID-19 lockdown in Australia “妈妈在见老师，玩iPad”:反思澳大利亚新冠肺炎封锁期间的教育领导力
IF 1.3
Management in Education Pub Date : 2021-11-03 DOI: 10.1177/08920206211054645
Lucianna Harvankova, Christine Cunningham, M. Striepe
{"title":"“Mummy is meeting a teacher, play on the iPad”: Reflecting on educational leadership during COVID-19 lockdown in Australia","authors":"Lucianna Harvankova, Christine Cunningham, M. Striepe","doi":"10.1177/08920206211054645","DOIUrl":"https://doi.org/10.1177/08920206211054645","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65206997","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}
引用次数: 2
Leading for sustainable improvement: middle leadership revisited 领导可持续改进：重新审视中层领导
IF 1.3
Management in Education Pub Date : 2021-10-25 DOI: 10.1177/08920206211053108
Ayman Hefnawi
{"title":"Leading for sustainable improvement: middle leadership revisited","authors":"Ayman Hefnawi","doi":"10.1177/08920206211053108","DOIUrl":"https://doi.org/10.1177/08920206211053108","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48775472","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}
引用次数: 0
Educational issues in Myanmar after the coup in February 2021 2021年2月政变后缅甸的教育问题
IF 1.3
Management in Education Pub Date : 2021-10-25 DOI: 10.1177/08920206211055326
E. Saito
{"title":"Educational issues in Myanmar after the coup in February 2021","authors":"E. Saito","doi":"10.1177/08920206211055326","DOIUrl":"https://doi.org/10.1177/08920206211055326","url":null,"abstract":"This opinion piece discusses how to continue providing educational opportunities in the current challenging context in Myanmar. On 1 February 2021, the military of Myanmar organised a coup arguing an electoral fraud in the election held in November 2020 (Kipgen, 2021; Kudo, 2021; Osada, 2021). This opinion piece will argue that international communities must support online educational opportunities for and by civilians. After this introduction, the contexts will be briefly explained. Then, two possible scenarios are discussed in the following sections. The first scenario is the return to schools under the junta; the second is parallel schooling. Finally, concluding remarks will be drawn.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41974186","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}
引用次数: 1
How to manage feelings and emotions in a pandemic? the importance of affective containment 如何在大流行中管理感觉和情绪?情感遏制的重要性
IF 1.3
Management in Education Pub Date : 2021-10-22 DOI: 10.1177/08920206211044158
R. Fraser, J. Hordern
{"title":"How to manage feelings and emotions in a pandemic? the importance of affective containment","authors":"R. Fraser, J. Hordern","doi":"10.1177/08920206211044158","DOIUrl":"https://doi.org/10.1177/08920206211044158","url":null,"abstract":"In this short reflective piece, we first outline how feelings and emotions (or ‘affections’) are understood in psychodynamic approaches, and briefly discuss how these may be controlled or ‘contained’ in organisational contexts. We then reflect on the recent experiences of one of us (Rachael) as a school leader seeking to contain feelings and emotions during the COVID-19 pandemic.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48103323","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}
引用次数: 1
Social Return on Investment: An open invitation for researchers 社会投资回报：对研究人员的公开邀请
IF 1.3
Management in Education Pub Date : 2021-10-16 DOI: 10.1177/08920206211045537
Christie S. Oates
{"title":"Social Return on Investment: An open invitation for researchers","authors":"Christie S. Oates","doi":"10.1177/08920206211045537","DOIUrl":"https://doi.org/10.1177/08920206211045537","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44053080","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}
引用次数: 0
Learning the theory, improving the practice? A case study of award-bearing leadership training among college principals from Bangladesh 学习理论，提高实践?孟加拉大学校长领奖领导力培训个案研究
IF 1.3
Management in Education Pub Date : 2021-09-22 DOI: 10.1177/08920206211033286
Adrian Jarvis, S. K. Judge
{"title":"Learning the theory, improving the practice? A case study of award-bearing leadership training among college principals from Bangladesh","authors":"Adrian Jarvis, S. K. Judge","doi":"10.1177/08920206211033286","DOIUrl":"https://doi.org/10.1177/08920206211033286","url":null,"abstract":"Award-bearing transnational professional development training has received little attention in the literature. By taking a longitudinal mixed-methods approach, this project's researchers investigated the ways in which participants on a World Bank-funded programme practised leadership at the start of their training, before revisiting them a year later to find out what, if any, changes had resulted. It was discovered that the award-bearing design had been very influential in endowing the participants with concepts that they enthusiastically adopted, but that, over time, the concepts had undergone a process of simplification, largely driven by incongruities between the concepts and the cultural environments to which they had been applied. It is recommended that award-bearing programmes might more readily take into account the individual and contextual circumstances of their participants at the planning stage.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65206968","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}
引用次数: 0
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