Journal of Educational Administration and History最新文献

{"title":"Trust In numbers: Danish Primary School Governance 1963–1972","authors":"Christian Larsen","doi":"10.1080/00220620.2021.1997946","DOIUrl":"https://doi.org/10.1080/00220620.2021.1997946","url":null,"abstract":"ABSTRACT This paper aims to contribute to the literature relating to the way in which numerical data in IT systems were and are used to govern the development of primary education as data provide the government with the opportunity to ‘see' the system of education in a new way. Economic growth in the Western world after World War II was linked to education. New IT-based forms of technology with numerical data could help planning as there was great confidence in numerical data as objective phenomena. The article shows how the Danish Ministry of Education established a number of IT systems during the 1960s and 1970s. Data within the systems provided the Ministry with an opportunity to ‘see’ the system of education in a new way and thereby change the system. On a wider scale, this article contributes to the present debate on how numerical data is used to govern citizens.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74971977","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":"Portrait of an ‘outsider’ as permanent secretary in Whitehall: the life and times of Michael Bichard – an un-mandarin like mandarin1?","authors":"P. Ribbins, B. Sherratt","doi":"10.1080/00220620.2021.2005554","DOIUrl":"https://doi.org/10.1080/00220620.2021.2005554","url":null,"abstract":"ABSTRACT This paper reports a study of permanent secretaries who served at the Department for Education (DfE) from 1975 to 2011. Located within a context of theories that explain how government bureaucracies operate, it focuses on Michael Bichard. Appointed in July 1995 when attempts were being made to open Whitehall to non-career civil servants, he retired in May 2001 having served 21 months with a Conservative and 48 months with a Labour Secretary of State. He was an unusual permanent secretary. An outsider, state school and red-brick university educated whose father had been a docker, his prior service was in local government. Inter alia, the paper traces his background and career; his role in the merger of the Departments for Education and Employment (DfEE); his relationship with his Secretaries of State; his contribution to education policy; and his estimation of his style and achievements. Consideration is also given to the value of external appointments and to the merits of a descriptive based approach to the study of public sector administration.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73665191","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":"The commercialisation of school administration: one school’s enactment of a student management system in Aotearoa New Zealand","authors":"J. Cowan, Anna Hogan, Eimear Enright","doi":"10.1080/00220620.2021.1988524","DOIUrl":"https://doi.org/10.1080/00220620.2021.1988524","url":null,"abstract":"ABSTRACT The intensification of data collection practices in schooling – often due to state accountability requirements – has resulted in the widespread adoption of commercial student management systems (SMS) in schools. Drawing on a qualitative case study of a New Zealand primary school, this paper investigates its adoption of a commercial SMS, and the ways this product re-engineers schooling processes, including what student data is collected, how school decisions are made, and when work is done by staff. Through this analysis, we argue direct-to-school commercial relationships constitute a new configuration of public–private partnerships in education. We demonstrate the rise of a local education market for data management where responsibility is placed on individual schools to choose a commercial product that will interface with the needs of a public bureaucracy. We end this paper with a critical discussion about how the commercialisation of school administration affects the broader infrastructures of public schooling.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79691276","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 Leadership and Policy: Precarity and Precariousness","authors":"Amanda Heffernan, J. Wilkinson","doi":"10.1080/00220620.2021.2006880","DOIUrl":"https://doi.org/10.1080/00220620.2021.2006880","url":null,"abstract":"This special issue brings a range of perspectives to explore questions of the connections between notions of precarity and education. Authors in this issue explore the myriad ways precarity affects educational leaders and how precarity and education policy are intertwined broadly. The issue was first conceptualised in 2019 in response to ongoing concerns about precarious employment in education casualised academia in higher education, increasing reports of short-term teaching contracts, and performance-based contracts for school leaders. Education systems and sectors around the globe are functioning in increasingly casualised workforce environments, which has implications for leadership in schools and in higher education institutions. Precarity also holds serious implications for policymakers and for the leaders and educators who have to enact those policies. We know, for example, that the work of school improvement takes time. Developing a highly-skilled and confident teaching workforce requires a long-term investment and commitment. Schools in vulnerable communities face higher rates of turnover and difficulty in staffing. Tackling the big issues in education – inequity, opportunity gaps, democracy and cohesion – also takes time. How are precarious leaders, or leaders in precarious organisations, able to make long-term plans to address these challenges? The rise of the gig economy also holds significant implications for young people today, and how education is preparing them for an uncertain future. This is not new by any means and Lee and Kofman (2012, 389) describe precarious employment as ‘not just the outcome of an inexorable, almost mechanical, pendulum swing from “security” to “flexibility” but a core part of the state’s strategy of development’. While precarious employment and working conditions are not a new development, Millar (2017) suggests that the question may be asked “for whom is precarity new?” Alberti et al. (2018, 3) note that “precarity is [the] consequence of an unequal distribution of protection within society, which leaves some groups more exposed to precariousness than others”. However, they also caution against underestimating the “scope of change in the world of work and employment: it is not only ‘the precariat’ that has to deal with increasing precarity”. Indeed, one of the papers in this special issue (Stacey et al. 2021) deals with the working conditions of a profession that was once considered stable and secure. These","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82877740","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":"Embracing vulnerability: how has the Covid-19 pandemic affected the pressures school leaders in Northern England face and how they deal with them?","authors":"M. Jopling, Oliver Harness","doi":"10.1080/00220620.2021.1997945","DOIUrl":"https://doi.org/10.1080/00220620.2021.1997945","url":null,"abstract":"ABSTRACT Research into the effects of pressure on school leaders has focused more on its impacts at the system level than on the human impact on leaders. Using theories of vulnerability, this paper attempts to redress this balance, examining the challenges school leaders in North East England faced during the initial phase of the Covid-19 pandemic and the support they accessed. Combining an online survey of 132 school leaders with in-depth interviews, the study found that the pandemic had an amplifying effect, increasing both leaders' responsibilities and the pressure on them. It also found that many find it difficult to admit when they are under pressure and have no source of support. This suggests new ways need to be found to help all leaders, and particularly male and secondary leaders, to embrace their vulnerability, access professional support, and increase schools' focus on the mental health of children and adults.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91024887","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":"For improvement, accountability, or the economy? Reflecting on the purpose(s) of school self-evaluation in Ireland","authors":"G. McNamara, C. Skerritt, J. O’Hara, Shivaun O’Brien, Martin Brown","doi":"10.1080/00220620.2021.1985439","DOIUrl":"https://doi.org/10.1080/00220620.2021.1985439","url":null,"abstract":"ABSTRACT This paper reflects on compulsory school self-evaluation in Ireland. It sets important historical and contemporary context by documenting the development of a culture of evaluation in Ireland throughout the 1990s and into the new millennium before charting the rise of school self-evaluation during the austere economic conditions of post-2008 Ireland. Three key reasons are proposed for the rise of school self-evaluation: the influence of the Organisation for Economic Co-operation and Development, the perceived need for more accountability, and the drive towards self-managing schools. In debating the purpose of school self-evaluation in Ireland it is put forward that it is not underpinned by any single logic, but an assemblage of overlapping logics interwoven by complements and contradictions. It is concluded that while improvement is predominantly promoted in official discourse, it is accountability and economic logics that dominate.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74839670","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":"Increasing diversity in leadership: perspectives of four Black women educational leaders in the context of the United States","authors":"Natasha N. Johnson, J. Fournillier","doi":"10.1080/00220620.2021.1985976","DOIUrl":"https://doi.org/10.1080/00220620.2021.1985976","url":null,"abstract":"ABSTRACT This paper is a collation of the experiences of four Black women, all senior-level educational leaders in the United States of America. Considering the predominance of White males in educational leadership, our paper furthers the conversation around race-gender diversification in this realm. We employed a hermeneutic phenomenological approach, focusing on the intersections of race and gender, in the effort to challenge epistemological incongruencies within this context. Using in-depth, timed, semi-structured interviews, participants reflected on their journeys, experiences, and perceptions as non-archetypal leaders in education. In highlighting contributors’ perspectives,our objective was to bring the matter of race-gender underrepresentation in educational leadership to the forefront. Study participants revealed the importance of visibility, education, collaboration, exposure, mentorship, pursuit, authenticity, and living one's truth in the move towards diversifying the educational leadership sphere. Participants’ recollections underscore the need for more research specific to the journeys of non-typical educational leaders in the United States.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88554266","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":"Working through the first year of the pandemic: a snapshot of Australian school leaders’ work roles and responsibilities and health and wellbeing during covid-19","authors":"B. Arnold, M. Rahimi, Phillip F. Riley","doi":"10.1080/00220620.2021.1975367","DOIUrl":"https://doi.org/10.1080/00220620.2021.1975367","url":null,"abstract":"Over the last 18 months, the pandemic of coronavirus disease 2019 (COVID-19) has had dramatic implications for education systems across the globe. At the peak of the crisis, 1.6 billion students from over 190 countries were out of school and over 100 million school leaders, teachers and other personnel had to contend with a new world of work in which schools were closed (UNESCO 2021). In Australia, state and territory governments have worked in consultation with one another and the federal government to respond to outbreaks. Historically, the governance of schooling has been a site of conflict for these authorities. In responding to the pandemic, periods of federal-state cooperation have been disrupted by disputes as federal authorities have attempted to intervene in matters that are the constitutional responsibility of states. State-level policymakers have introduced the measures and policy directives that determine how schools operate during the pandemic. In the early phase of the pandemic, all State governments enforced the closure of school buildings. Since then, state governments have introduced restrictions in response to outbreaks within their jurisdictions. Some states experienced heavy and prolonged restrictions and lockdowns (e.g. Victoria and NSW) and schools were closed on multiple occasions during 2020 and 2021. In other states, such as WA and South Australia there have been relatively few school closures. However, the COVID conditions were a cause of stress for the school leaders across the country. At the school level, Australian principals and school leaders were responsible for dealing with the disruption brought about by the pandemic and ensuring that policy directives were effectively implemented. The new circumstances brought about by the pandemic presented school leaders with new challenges and in some cases radically transformed the school leadership role. Research in other countries and contexts has shown that school leaders had to make highly complex decisions; deal with increased workload; lead in the context of rapidly changing guidelines and circumstances; and provide support to school communities that were coping with severe illness and death (Beauchamp et al. 2021; OECD 2021). School leaders also had to rapidly develop new sills in order to lead the transition to online learning (Arar et al. 2021).","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90899247","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":"Introduction to rapid response papers’ special issue: school leadership and the pandemic","authors":"J. Wilkinson, Amanda Heffernan","doi":"10.1080/00220620.2021.1981018","DOIUrl":"https://doi.org/10.1080/00220620.2021.1981018","url":null,"abstract":"We are delighted to introduce the first in our occasional series of rapid response papers on the highly topical issue of school leadership and the Covid 19 pandemic. We warmly thank the contributors of these papers for being willing to provide this ‘taster’ for readers and potential contributors of what we envisage for these collections. As noted in our editorial to this issue, the aim of this series to ‘to rapidly engage with highly topical issues that are in the public arena and may have substantial impacts on policy and practice in the field of educational leadership, management, and administration’ (Heffernan and Wilkinson, this issue). As editors, we felt that the impact of Covid 19 on school leaders across contexts was indeed a highly topical issue with substantial impacts and necessitated a rapid response. The first paper by Pat Thomson, Toby Greany and Nicholas Martindale speaks to many of the impacts on wellbeing that school leaders are experiencing as they bear the brunt of government initiatives to deal with the pandemic while keeping schools functioning. Drawing on a national survey of school leaders which examined the impact of the pandemic on their stress levels and career plans, the paper makes for sobering reading. It documents the main sources of stress that have led to a significant erosion of trust in government and intentions of a third of school leaders surveyed to exit the profession early (Thomson et al. 2021, this issue). If these intentions are followed through, the medium to long-term implications for English schooling are dire. The paper concludes with important recommendations for how this trust deficit can be addressed. The second paper by Ben Arnold and Mark Rahimi examines the impact of the pandemic on Australian principals’ health, well being and work roles in 2020. The survey data draws from the Australian Principal Health, Safety and Wellbeing Survey (APHSWS), an annual survey of principals which has been running for ten years. The paper identifies which aspects of school leaders’ work have changed in 2020, compared with survey data from 2011 to 2019. It finds that key aspects of their work had changed a great deal in 2020, included job demands, interpersonal relations and role, values at work and social support and work-life balance. What was striking was that some key aspects such as workloads had slightly decreased, admittedly off a very high base of working hours, whilst other areas such as workplace justice had deteriorated. The implications of these findings remain to be teased out further, but they provide an important snapshot of the very challenging environments in which Australian principals continue to grapple. Both papers draw on survey data which provides a compelling picture of general trends of the impact on school leaders during the pandemic. However, as Thomson, Greany and Martindale observe in their first paper, what is less clear are the impacts of Covid on leaders serving particular types of s","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79985022","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":"Towards an understanding of curricular justice and democratic schooling","authors":"Martin Mills, S. Riddle, Glenda McGregor, A. Howell","doi":"10.1080/00220620.2021.1977262","DOIUrl":"https://doi.org/10.1080/00220620.2021.1977262","url":null,"abstract":"ABSTRACT Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the globe, including Australia, are growing inequality and increasing disparity between students who have access to educational opportunities and outcomes, and those who do not. We take Connell’s claims—made in Schools and Social Justice, published in 1993—of the centrality of social justice in schooling and consider its relevance nearly 30 years later. In particular, we argue that curricular justice must sit at the heart of schooling that fosters democratic participation and meaningful opportunities for civic participation and belonging within society.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89965211","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}