Pub Date : 2021-11-05DOI: 10.1177/08920206211051465
Janet E. Hetherington, Gillian Forrester
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.
{"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}
Pub Date : 2021-11-03DOI: 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":"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}
Pub Date : 2021-10-25DOI: 10.1177/08920206211055326
E. Saito
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.
{"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}
Pub Date : 2021-10-22DOI: 10.1177/08920206211044158
R. Fraser, J. Hordern
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.
{"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}
Pub Date : 2021-10-16DOI: 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":"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}
Pub Date : 2021-09-22DOI: 10.1177/08920206211033286
Adrian Jarvis, S. K. Judge
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.
{"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}
Pub Date : 2021-09-18DOI: 10.1177/08920206211044850
Stephen Rayner, P. Armstrong
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
它们涉及这一主题的不同方面，包括组织教学的方法、针对具体地方挑战的灵活教育提供模式、满足个人需求的个性化学习，以及与家庭和更广泛社区的接触。所有这一切的基础是了解个人教育领导者如何理解和阐明他们的角色，他们的责任，以及他们对他们所关心的学生学习的影响。我们的前两篇文章借鉴了在东南亚进行的研究。Saito、Takahashi、Wintachai和Anunthavorasakul生动地展示了新加坡、泰国和越南等国学校课堂教学的现实情况。这组作者区分了合作学习和协作学习，后者对具有创新精神的教师提出了特别的挑战，因为东南亚国家的教育具有竞争性，在这些国家，国家考试被用来根据成绩建立学校的等级制度。这种竞争精神一旦转移到课堂上，就很难促进学生群体之间的合作。在我们的第二篇文章中，Long Kim Le, Trung Tran, Hien Thu Thi Le和Trinh Tuyet Thi Le也报道了对教学领导力的研究，但他们特别关注的是校长所需要的几项能力之一，校长有责任为学生的学习设定高期望。Long Kim Le等人对越南山区省份的300多名校长进行了广泛的研究。随着教育机构越来越依赖发展中的在线学习，我们的读者将能够理解作者的结论，即“互联网技术在帮助贫困地区的学校与城市或其他更优越的学校保持同步方面的重要性”。在我们的第三篇研究文章中，瓦尔·波尔特尼和邓肯·安德森继续讨论了灵活教育的主题。当学生人数下降时，农村小学——在这里是英格兰——面临着资源短缺甚至关闭的问题。如果没有创新的课程设置方法，学校可能会失去作为当地社区资源和焦点的作用;在这项研究中，对这种可能性的反应是，越来越多的家庭选择放弃公共教育系统，选择在家教育他们的孩子。Poultney和Anderson探索了弹性教育的可能性，学校领导将家庭吸引到学习社区，承认家庭教育的吸引力，同时重申学校可以提供的精神、文化、安全、支持和福利的重要性。我们包括两篇关于学校领导的观点文章，领导和领导。回到先前研究文章中提出的校长能力问题，Julia Mahfouz和Daniel P Gordon特别关注社会情感能力，呼吁学校领导的发展计划超越功能性知识和实际解决问题的内容，以便他们也关注校长的社会和情感学习。接下来，海伦·冈特和史蒂文·考特尼挑战了对教育领导的传统解释——有时会用“变革”或“分布式”等形容词来修饰——作为一个功能性的、数字驱动的过程。相反，这组作者支持“教育型”领导，它是包容性的——基于一种信念，即所有的孩子都是可教育的，而优生学知情的选择是不可接受的——以及活动家，因为它承认学校运作的更广泛的背景，并且可以为解决社会不公正做出贡献。我们以两篇书评作为结束。两位书评人Gerry Czerniawski和Carol Azumah Dennis都注意到，书评中的书虽然牢牢扎根于作者各自在学校和高等教育领导方面的实践经验，但却突出了批判性思维作为教育领导者的基本能力。这是一个贯穿于本期《教育管理》所有投稿的主题。
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Pub Date : 2021-08-24DOI: 10.1177/08920206211031913
D. James, Kate Wicker, Martina Street, Rebecca J Bibby, Jan Robinson
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.
{"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}
Pub Date : 2021-08-18DOI: 10.1177/08920206211037738
Donnie Adams, Kenny S. L. Cheah, Lei Mee Thien, Noni Nadiana Md Yusoff
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.
{"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}
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