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The trust deficit in England: emerging research evidence about school leaders and the pandemic 英格兰的信任赤字:关于学校领导和流行病的新研究证据
IF 1.8
Journal of Educational Administration and History Pub Date : 2021-09-13 DOI: 10.1080/00220620.2021.1975366
P. Thomson, T. Greany, Nicholas Martindale
{"title":"The trust deficit in England: emerging research evidence about school leaders and the pandemic","authors":"P. Thomson, T. Greany, Nicholas Martindale","doi":"10.1080/00220620.2021.1975366","DOIUrl":"https://doi.org/10.1080/00220620.2021.1975366","url":null,"abstract":"England has been living with COVID-19, through peaks and troughs since March 2020. Policymakers see schools as integral to economic and social maintenance and recovery and have thus placed a high priority on education as a stable provision operating throughout a very long period of considerable uncertainty and instability. Because of rapidly changing levels of infection and scientific understandings of transmission and prevention measures, the government has adjusted, often at the last minute, the legal requirements around the opening and closing of schools in line with the various levels of lockdown. School leaders have been faced with challenges unimaginable prior to the pandemic. Because schools are a major site for virus transmission, leaders have had to pay particular attention to the management of staff, pupils and buildings. Working together with the two leader associations, the authors designed and conducted a national survey to assess the impact of the pandemic on leaders' well-being and career plans. While the authors have not yet completed interviewing a sample of those intending to leave and those intending to stay, it is abundantly clear that the government has some way to go to win back the school leaders on whom they depend.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"13 1","pages":"296 - 300"},"PeriodicalIF":1.8,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83889794","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: 13
Neoliberalism and education systems in conflict 新自由主义和教育体系的冲突
IF 1.8
Journal of Educational Administration and History Pub Date : 2021-09-09 DOI: 10.1080/00220620.2021.1975663
Izhar Oplatka
{"title":"Neoliberalism and education systems in conflict","authors":"Izhar Oplatka","doi":"10.1080/00220620.2021.1975663","DOIUrl":"https://doi.org/10.1080/00220620.2021.1975663","url":null,"abstract":"","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"7 1","pages":"237 - 239"},"PeriodicalIF":1.8,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90454214","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
Necessary risk: addressing precarity by re-envisioning teaching and learning 必要的风险:通过重新设想教学和学习来解决不稳定性问题
IF 1.8
Journal of Educational Administration and History Pub Date : 2021-07-30 DOI: 10.1080/00220620.2021.1960288
Jeanne M. Powers, Lok-Sze Wong
{"title":"Necessary risk: addressing precarity by re-envisioning teaching and learning","authors":"Jeanne M. Powers, Lok-Sze Wong","doi":"10.1080/00220620.2021.1960288","DOIUrl":"https://doi.org/10.1080/00220620.2021.1960288","url":null,"abstract":"ABSTRACT In Arizona, the expansion and elaboration of neoliberal educational policies over the past three decades in Arizona have placed public schools and the teaching profession in precarious positions. These challenges have been compounded by the COVID-19 pandemic. Within this turbulent context, a school district in partnership with a college of education created and implemented a demonstration school aimed at re-envisioning how students learn and how teachers work. We analyse how district leaders responded to competing interests and pressures from the political environment and constituents as they designed, implemented, and expand this reform. We conclude by assessing how the features of the demonstration school, Arizona’s public schooling environment, and the uncertainties introduced by the pandemic provide affordances and challenges for the reform’s likelihood of survival.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"104 1 1","pages":"105 - 120"},"PeriodicalIF":1.8,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78046284","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
School leaders’ perspectives towards leading during crisis through an ecological lens: a comparison of five Arab countries 从生态学的角度看学校领导在危机中的领导作用:五个阿拉伯国家的比较
IF 1.8
Journal of Educational Administration and History Pub Date : 2021-07-30 DOI: 10.1080/00220620.2021.1957793
K. Arar, Rania Sawalhi, Youmen Chaaban, A. Zohri, I. Alhouti
{"title":"School leaders’ perspectives towards leading during crisis through an ecological lens: a comparison of five Arab countries","authors":"K. Arar, Rania Sawalhi, Youmen Chaaban, A. Zohri, I. Alhouti","doi":"10.1080/00220620.2021.1957793","DOIUrl":"https://doi.org/10.1080/00220620.2021.1957793","url":null,"abstract":"ABSTRACT\u0000 This qualitative study compared school leaders’ perspectives towards their leadership practices in times of emergency caused by the COVID-19 pandemic. A total of twenty-seven school leaders from public and private schools across five Arab countries (Kuwait, Lebanon, Morocco, Palestine, and Qatar) participated in the study. Following Turbulence Theory and an ecological framework, the study adopted in-depth semi-structured interviews to respond to the following queries: (1) What were the major actions taken by school leaders during the crisis? (2) What were the resemblances and disparities between school leaders’ practices across the five countries? Findings of the study revealed different levels of turbulence among school leaders within the same country and across the five countries. In addition, participants revealed valuable insight pertaining to changed leadership and educational practices in their schools in a post-COVID era. Further conclusions and implications are fully discussed.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"67 1","pages":"123 - 142"},"PeriodicalIF":1.8,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78707331","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: 11
Independent and state school partnerships (ISSPs) in England: systemic tensions and contemporary policy resolutions 英国的独立与公立学校合作关系:体制紧张与当代政策决议
IF 1.8
Journal of Educational Administration and History Pub Date : 2021-07-30 DOI: 10.1080/00220620.2021.1960287
Margaret Hunnaball, Jane Jones, M. Maguire
{"title":"Independent and state school partnerships (ISSPs) in England: systemic tensions and contemporary policy resolutions","authors":"Margaret Hunnaball, Jane Jones, M. Maguire","doi":"10.1080/00220620.2021.1960287","DOIUrl":"https://doi.org/10.1080/00220620.2021.1960287","url":null,"abstract":"ABSTRACT English education has a long-standing parallel but unequal school system. State-maintained schools are free of charge for attendees; independent schools are free from state control and funded largely by fees. Most independent schools hold charitable status which benefits them in relation to taxation although they cater largely for socially advantaged students. Various governments have enacted different policies to try to rebalance some of these systemic educational tensions. This paper examines how the independent and state school partnerships (ISSP) policy seeks to rebalance, or provide some compensation for, independent schools' charitable status through the requirement that they provide ‘public benefit’. In ISSPs, schools from the two sectors work together on dedicated activities, sharing resources and expertise. Drawing on data from three telling cases, we argue that ISSP policy may deliver some localised benefits to both types of schools but that these relationships are unlikely to produce any major structural changes.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"1 1","pages":"143 - 157"},"PeriodicalIF":1.8,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88660567","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
NGO Involvement in education policy implementation: exploring policymakers’ voices 非政府组织参与教育政策实施:探索政策制定者的声音
IF 1.8
Journal of Educational Administration and History Pub Date : 2021-07-22 DOI: 10.1080/00220620.2021.1957792
Yarden Gali, Chen Schechter
{"title":"NGO Involvement in education policy implementation: exploring policymakers’ voices","authors":"Yarden Gali, Chen Schechter","doi":"10.1080/00220620.2021.1957792","DOIUrl":"https://doi.org/10.1080/00220620.2021.1957792","url":null,"abstract":"ABSTRACT Non-governmental organizations (NGOs) are becoming increasingly important participants in educational programmes and implementing education policy. This study explores governmental policymakers’ perceptions and reactions to NGO involvement in the implementation of education policy. We applied a qualitative research method, conducting in-depth interviews with ten senior policymakers in Israel's Ministry of Education. We utilised an inductive process of condensing, encoding, categorising, and theorising to analyze the data. Our findings yielded three major themes: (a) intersectoral partnership policies in education and mechanisms for their implementation, (b) budgeting and engagement policies that reexamine mutual responsibility models in education, and (c) the benefits of the intersectoral partnership in advancing education goals. This study expands the knowledge of policymakers’ attempts to lead change, from methods and strategies of centralised and bureaucratic governance through community networks that constitute an intermediate path to realising social and educational goals in the age of privatisation and commercialisation in education.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"90 1","pages":"271 - 293"},"PeriodicalIF":1.8,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87838586","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
Creative industries curriculum design for living and leading amid uncertainty 创意产业课程设计的生活和领导的不确定性
IF 1.8
Journal of Educational Administration and History Pub Date : 2021-05-28 DOI: 10.1080/00220620.2021.1928613
G. Crimmins, B. Lipton, J. McIntyre, M. J. de Villiers Scheepers, P. English
{"title":"Creative industries curriculum design for living and leading amid uncertainty","authors":"G. Crimmins, B. Lipton, J. McIntyre, M. J. de Villiers Scheepers, P. English","doi":"10.1080/00220620.2021.1928613","DOIUrl":"https://doi.org/10.1080/00220620.2021.1928613","url":null,"abstract":"ABSTRACT Government policies are forcing universities to narrowly emphasise employability, which does not bode well for the Creative Industries (CI). Despite being one of the fastest-growing and diverse employment sectors, CI degrees have been criticised for failing to deliver adequate employment prospects. The employability focus, which serves ‘the [economic] system’ [Habermas, Jürgen. 1987. The Theory of Communicative Action. Volume 2 Lifeworld and Ssystem: The Ccritique of Functionalist reason, Translated by T McCarthy. Cambridge: Polity Press], ignores both the employment precarity in the sector and diminishes universities’ capacity to serve the lifeworld (Harbernas) to facilitate graduate citizenship. Dichotomising employability and citizenship fail to consider the supercomplexity of the twenty-first Century [Barnett, Ronald. 2000a. Realizing the University in an Age of Supercomplexity. Buckingham: Open University Press], constituted by the co-existence of a multiplicity of epistemological frameworks. In this paper, we draw on supercomplexity and the concept of the system and lifeworld to investigate how to develop CI curricula that foster employability and citizenship. Using an illustrative case, we demonstrate how CI curricula can be designed to support students to navigate multiple ideological geographies, facilitate employability, and contribute to civic society.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"81 1","pages":"20 - 36"},"PeriodicalIF":1.8,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83946395","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
Evaluation for equity: reclaiming evaluation by striving towards counter-hegemonic democratic practices 公平评价:通过反霸权的民主实践争取评价
IF 1.8
Journal of Educational Administration and History Pub Date : 2021-05-24 DOI: 10.1080/00220620.2021.1931059
Rhyall Gordon, Matt Lumb, Matthew Bunn, P. Burke
{"title":"Evaluation for equity: reclaiming evaluation by striving towards counter-hegemonic democratic practices","authors":"Rhyall Gordon, Matt Lumb, Matthew Bunn, P. Burke","doi":"10.1080/00220620.2021.1931059","DOIUrl":"https://doi.org/10.1080/00220620.2021.1931059","url":null,"abstract":"ABSTRACT\u0000 Formal evaluation of policies, programmes and people has become ubiquitous in contemporary western contexts. This is the case for equity and widening participation (WP) agendas in higher education, for which evaluation is often required to measure ‘what works’. Although evaluation has a ‘fundamentally social, political, and value-oriented character’ (Guba and Lincoln. 1989. Fourth Generation Evaluation. Newbury Park, CA: Sage, 7), an experimental approach, situated within hegemonic positivist epistemologies, has tended to prevail. In this paper, we argue that it is misguided to pursue evaluation with an apolitical pretext of independence and objectivity. Drawing on Butler’s concept of performativity, we explore how hegemonic anti-democratic evaluation practices can potentially re-inscribe and reproduce the very inequalities that WP seeks to address. By critiquing the technologies of evaluation, we lay out one way of understanding how democratic evaluation practices can reclaim evaluation to make possible more diverse and socially just worlds.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"36 1","pages":"277 - 290"},"PeriodicalIF":1.8,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88568995","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
Punk rock’s messages for the neoliberal university 朋克摇滚对新自由主义大学的启示
IF 1.8
Journal of Educational Administration and History Pub Date : 2021-05-10 DOI: 10.1080/00220620.2021.1925229
N. Romero
{"title":"Punk rock’s messages for the neoliberal university","authors":"N. Romero","doi":"10.1080/00220620.2021.1925229","DOIUrl":"https://doi.org/10.1080/00220620.2021.1925229","url":null,"abstract":"ABSTRACT This article theorises punk rock’s messages for the neoliberal university by exploring the contrasting approaches punk culture and higher education have taken to the influence of neoliberal discourse and ideology. Punk culture’s foundational opposition to mainstream culture often enables it to function as an educative context in which participants formulate critiques of exploitative socioeconomic conditions. Although universities are contested spaces which are at-times receptive to grassroots and student-led activism, they face increasing pressure to prioritise economic development and generate revenue. The rise of the neoliberal university has, in some ways, enabled punk culture to assume the academy’s responsibility as the critic and conscience of society. Should universities insist upon a role in the construction of ethical futures, they would do well look to certain corners of the punk underground which prioritise community-responsiveness, reflexivity, and solidarity with marginalised communities.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"10 1","pages":"263 - 276"},"PeriodicalIF":1.8,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81011559","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: 5
Repositioned professionals and heterodox: a response to the precarity of reform in further education 重新定位专业人士和异端:对继续教育改革不稳定的回应
IF 1.8
Journal of Educational Administration and History Pub Date : 2021-04-29 DOI: 10.1080/00220620.2021.1919066
Lewis Entwistle
{"title":"Repositioned professionals and heterodox: a response to the precarity of reform in further education","authors":"Lewis Entwistle","doi":"10.1080/00220620.2021.1919066","DOIUrl":"https://doi.org/10.1080/00220620.2021.1919066","url":null,"abstract":"ABSTRACT The precarity of professionals working in schools and colleges at a time of change has been strongly accented by the competitive markets that currently characterise education and the influence of its global reforms. In this article, I draw on empirical data from a project located in a sixth-form college to argue that the field of Further Education is being restructured such that professionalism is hollowed out whilst accountability measures undermine leaders’ authority and enable a low-trust culture. I use Bourdieu’s thinking tools to conceptualise the data, including a rich conceptualisation of this site as a ‘field’ and of practices within it as part of the ‘game in play’. I generate four metaphorical lenses through which a perception of heterodoxy is used to clarify alternative positions that are simultaneously adopted by players and from which a response to the changing field of education reform can be offered.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"11 1","pages":"85 - 104"},"PeriodicalIF":1.8,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84311542","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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