Management in Education最新文献

{"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":"36 1","pages":"34 - 41"},"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}

{"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":"1 1","pages":""},"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}

{"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":" ","pages":""},"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}

{"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":"36 1","pages":"186 - 188"},"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}

{"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":"37 1","pages":"154 - 156"},"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}

{"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":"36 1","pages":"150 - 152"},"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}

{"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":"1 1","pages":""},"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}

{"title":"Editorial","authors":"Stephen Rayner, P. Armstrong","doi":"10.1177/08920206211044850","DOIUrl":"https://doi.org/10.1177/08920206211044850","url":null,"abstract":"In this issue, the articles, opinion pieces and book reviews, while based on research in different contexts, each speak to the theme of the leadership of learning. They address different aspects of that theme, including approaches to the organisation of instruction, flexible models of educational provision in response to specific local challenges, personalisation of learning to meet individual needs, and engagement with families and the wider community. Underpinning all these is a concern to understand how individual educational leaders understand and articulate their role, their responsibilities, and their influence on the learning of the students in their care. Our first two contributions draw on research conducted in South-East Asia. Saito, Takahashi, Wintachai and Anunthavorasakul present a vivid picture of the realities of teaching and learning in school classrooms in, for example, Singapore, Thailand and Vietnam. The authors make a distinction between co-operative and collaborative learning, where the latter presents particular challenges for innovative teachers, because of the competitive nature of education in South-East Asian countries, where national examinations are used to create a hierarchy of schools according to their results. That spirit of competition, transferred to the classroom, can make it difficult to promote collaboration among groups of students. In our second article, Long Kim Le, Trung Tran, Hien Thu Thi Le and Trinh Tuyet Thi Le also report on research into instructional leadership, but their particular focus is on this as one of several competencies required of school principals, who have the crucial responsibility of setting high expectations for students’ learning. Long Kim Le et al., conducted an extensive study of more than 300 school principals in mountainous provinces of Vietnam. With educational providers increasingly relying on developing online learning, our readers will be able to relate to the authors’ conclusion about ‘the importance of Internet technology in helping schools in disadvantaged areas to keep pace with urban or other more privileged schools’. The theme of flexible educational provision continues in our third research article, by Val Poultney and Duncan Anderson. Rural primary schools – in this case, in England – face shortage of resources and even closure, when student numbers fall. Without innovative approaches to curriculum provision, the school may be lost as a resource and focal point for the local community; in this study, the response to that possibility was that increasing numbers of families were opting out of the public education system by choosing to home-educate their children. Poultney and Anderson explore the possibilities of flexi-schooling, where school leaders draw families into learning communities that acknowledge the attractions of home schooling, while reasserting the importance of the ethos, culture, safety, support and wellbeing that the school can provide. We include two ","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"35 1","pages":"165 - 166"},"PeriodicalIF":1.3,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42209711","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":"Systems leadership in the early years","authors":"D. James, Kate Wicker, Martina Street, Rebecca J Bibby, Jan Robinson","doi":"10.1177/08920206211031913","DOIUrl":"https://doi.org/10.1177/08920206211031913","url":null,"abstract":"This paper describes a new leadership coaching model that was delivered as part of Manchester city region's delivery of the Department for Education's Early Outcomes Fund. The coaching model explicitly paralleled the relational practices that are increasingly shaping early intervention policy and practice. Goodwin's theory of professional vision ( 1994 ) and Shotter's theorisation of with-ness ( 2011 ) provided the conceptual lens for this paper. The coaching facilitation aimed to afford the emergence of a new way of seeing leadership by scrutinising events of relational practice between participants in the coaching sessions (using video recording and review) and creating discursive practices using strengths-based analysis. We exemplify the coaching model using notes from a collaborative ethnographic evaluation of the six half-day group coaching sessions, surfacing how a new way of seeing silence may have seeded a new ‘object of knowledge’ in the group's emerging professional vision of leadership in the early years.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42342961","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":"Leading schools through the COVID-19 crisis in a South-East Asian country","authors":"Donnie Adams, Kenny S. L. Cheah, Lei Mee Thien, Noni Nadiana Md Yusoff","doi":"10.1177/08920206211037738","DOIUrl":"https://doi.org/10.1177/08920206211037738","url":null,"abstract":"The COVID-19 pandemic is a health crisis and today's school principals are faced with more challenging circumstances than in any other time in our known history. The purpose of this paper is to explore school principals’ management practices, their leadership styles, and the challenges they encounter in response to the coronavirus disease 2019 pandemic. A research instrument of open-ended questions was administered to 32 school principals from government-funded secondary schools, to establish how school principals are dealing with the current situation and the challenges that arise from it. Findings rendered a contextualisation of school management practices. School leaders specified instructional and distributed leadership that were vital in this time of crisis and disclosed the challenges and uncertainties of their school communities. Hence, this paper contributes to the scarce evidence based on school leadership practices during a pandemic.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42802864","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}