Pub Date : 2022-12-12DOI: 10.1177/08920206221144704
Karen Broadhurst Healey
Parental engagement in multi-academy trusts’ (MATs) governance structures and activities is contemporarily constructed in policy as mattering less than engagement by professionalised governors and trustees, and in much of the literature as deficient for operationalising MAT accountability in a public education system. This article problematises the role of local parental engagement in MATs in a depoliticised context to explore an alternative conceptualisation responding to this democratic deficit. A single case study combined with narrative inquiry sought experience beyond the meta-narrative and Gunter and Ribben's conceptual frame of ‘knowledge, knowers and knowing’ provided a lens for interpreting data. Analysis identified that parental engagement was seen as a commodity in the justification of professional's decisions and an opportunity to normalise parent thinking and practices when engaging with the academy trust. Analysis of parents’ stories provided an alternative conceptualisation of parental engagement recognising their agency and contribution to knowledge production through their civic expertise.
{"title":"Engaging parents in multi academy trusts (MATs) as local civic knowledge experts","authors":"Karen Broadhurst Healey","doi":"10.1177/08920206221144704","DOIUrl":"https://doi.org/10.1177/08920206221144704","url":null,"abstract":"Parental engagement in multi-academy trusts’ (MATs) governance structures and activities is contemporarily constructed in policy as mattering less than engagement by professionalised governors and trustees, and in much of the literature as deficient for operationalising MAT accountability in a public education system. This article problematises the role of local parental engagement in MATs in a depoliticised context to explore an alternative conceptualisation responding to this democratic deficit. A single case study combined with narrative inquiry sought experience beyond the meta-narrative and Gunter and Ribben's conceptual frame of ‘knowledge, knowers and knowing’ provided a lens for interpreting data. Analysis identified that parental engagement was seen as a commodity in the justification of professional's decisions and an opportunity to normalise parent thinking and practices when engaging with the academy trust. Analysis of parents’ stories provided an alternative conceptualisation of parental engagement recognising their agency and contribution to knowledge production through their civic expertise.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42678760","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 : 2022-12-08DOI: 10.1177/08920206221143853
{"title":"Erratum to Book Review: Educational Leadership, Improvement and Change: Discourse and Systems in Europe by Lejf Moos, Nikša Alfirević, Jurica Pavičić, Andrej Koren and Ljiljana Najev Čačija","authors":"","doi":"10.1177/08920206221143853","DOIUrl":"https://doi.org/10.1177/08920206221143853","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44008111","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 : 2022-11-24DOI: 10.1177/08920206221139636
Abebaw Ayana Alene
The purpose of this study was to examine the effect of distributed leadership style on crisis management in Secondary Schools of Bahir Dar City Administration. A correlation research design with a quantitative method was employed. Data was collected from 242 randomly selected teachers using a questionnaire and analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (One-Sample t-test, Pearson correlation coefficient, and regressions). From the results of the study, it was found that the practice of educational crisis management was significantly low. All distributed leadership dimensions had positive correlations with crisis management significantly. Distributed leadership style contributed to 38.3% of crisis management; individually, leadership team cooperation had a strong prediction power ( β = .233) followed by the participative decision-making dimension ( β = .232). Generally, the practice of crisis management was low and leadership team cooperation and participative decision-making dimensions were found to be the best predictors of crisis management.
{"title":"The influence of distributed leadership style on educational crisis management (the case of TPLF war) in government secondary schools of Bahir Dar City Administration, Ethiopia","authors":"Abebaw Ayana Alene","doi":"10.1177/08920206221139636","DOIUrl":"https://doi.org/10.1177/08920206221139636","url":null,"abstract":"The purpose of this study was to examine the effect of distributed leadership style on crisis management in Secondary Schools of Bahir Dar City Administration. A correlation research design with a quantitative method was employed. Data was collected from 242 randomly selected teachers using a questionnaire and analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (One-Sample t-test, Pearson correlation coefficient, and regressions). From the results of the study, it was found that the practice of educational crisis management was significantly low. All distributed leadership dimensions had positive correlations with crisis management significantly. Distributed leadership style contributed to 38.3% of crisis management; individually, leadership team cooperation had a strong prediction power ( β = .233) followed by the participative decision-making dimension ( β = .232). Generally, the practice of crisis management was low and leadership team cooperation and participative decision-making dimensions were found to be the best predictors of crisis management.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49233706","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 : 2022-11-13DOI: 10.1177/08920206221139619
F. A. Triansyah
{"title":"Book Review: Higher Education 4.0: The Digital Transformation of Classroom Lectures to Blended Learning by Kevin Anthony Jones & Ravi S. Sharma","authors":"F. A. Triansyah","doi":"10.1177/08920206221139619","DOIUrl":"https://doi.org/10.1177/08920206221139619","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47943052","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 : 2022-10-05DOI: 10.1177/08920206221130590
S. Chatelier, Elke Van Dermijnsbrugge
Taking our cue from Gunter and Courtney’s critique of dominant discourses in the field of educational leadership, and their engagement with the concept of educative leadership as inclusive and activist, in this article we aim to deepen and expand the discussion of educative leadership. Our interest in educative leadership begins with the assumption that schools are complex spaces of human interactivity in which contestation over beliefs, values, and morals is inevitable. In drawing on insights first developed in the 1980s as part of the Educative Leadership Project in Australia, we attempt to articulate a concept and set of practices that could function as an alternative to the largely performative and managerial nature of contemporary school leadership. We seek to supplement Gunter and Courtney, drawing on theories pertaining to the structure of anarcho-syndicates in an attempt to make the argument that inclusive and non-hierarchical leadership is not the same as structureless organisation. Finally, in arguing for the centrality of education to the work of schools, we advocate for further engagement with the concept of educative leadership within the field of school leadership and management.
{"title":"Beyond instrumentalist leadership in schools: Educative leadership and anarcho-syndicates","authors":"S. Chatelier, Elke Van Dermijnsbrugge","doi":"10.1177/08920206221130590","DOIUrl":"https://doi.org/10.1177/08920206221130590","url":null,"abstract":"Taking our cue from Gunter and Courtney’s critique of dominant discourses in the field of educational leadership, and their engagement with the concept of educative leadership as inclusive and activist, in this article we aim to deepen and expand the discussion of educative leadership. Our interest in educative leadership begins with the assumption that schools are complex spaces of human interactivity in which contestation over beliefs, values, and morals is inevitable. In drawing on insights first developed in the 1980s as part of the Educative Leadership Project in Australia, we attempt to articulate a concept and set of practices that could function as an alternative to the largely performative and managerial nature of contemporary school leadership. We seek to supplement Gunter and Courtney, drawing on theories pertaining to the structure of anarcho-syndicates in an attempt to make the argument that inclusive and non-hierarchical leadership is not the same as structureless organisation. Finally, in arguing for the centrality of education to the work of schools, we advocate for further engagement with the concept of educative leadership within the field of school leadership and management.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44275730","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 : 2022-09-21DOI: 10.1177/08920206221126640
Wonder Muchabaiwa, E. Chauraya
This study explores the implications for the Education 5.0 framework on promotion opportunities for female academics in Zimbabwean universities. The framework emphasises research, lecturing, community service, innovation and industrialisation as job performance areas for a university lecturer. The qualitative research adopted a multi-case study design and purposively sampled 24 female lecturers from two universities in Zimbabwe. Data were collected through in-depth interviews, focus group discussions and analysis of official documents like staff-list records and research repositories. The study reveals that the expectations of the Education 5.0 framework are gender blind and tend to obstruct the promotion opportunities for female academics. Lack of funding in research activities, training in scientific writing, functional innovation hubs as well as the burden of domestic chores were the main obstacles to female academics’ promotion chances. The study recommends provision of research funds, training in scientific writing and establishing functional innovation hubs to fully operationalise the Education 5.0 framework.
{"title":"The gender blindness of the education 5.0 framework: An obstruction to promotion opportunities for female academics in Zimbabwe","authors":"Wonder Muchabaiwa, E. Chauraya","doi":"10.1177/08920206221126640","DOIUrl":"https://doi.org/10.1177/08920206221126640","url":null,"abstract":"This study explores the implications for the Education 5.0 framework on promotion opportunities for female academics in Zimbabwean universities. The framework emphasises research, lecturing, community service, innovation and industrialisation as job performance areas for a university lecturer. The qualitative research adopted a multi-case study design and purposively sampled 24 female lecturers from two universities in Zimbabwe. Data were collected through in-depth interviews, focus group discussions and analysis of official documents like staff-list records and research repositories. The study reveals that the expectations of the Education 5.0 framework are gender blind and tend to obstruct the promotion opportunities for female academics. Lack of funding in research activities, training in scientific writing, functional innovation hubs as well as the burden of domestic chores were the main obstacles to female academics’ promotion chances. The study recommends provision of research funds, training in scientific writing and establishing functional innovation hubs to fully operationalise the Education 5.0 framework.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44655522","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 : 2022-09-15DOI: 10.1177/08920206221123174
Rania Sawalhi
{"title":"Book Review: Latinas Leading Schools by Melissa A. Martinez, Sylvia Méndez-Morse","authors":"Rania Sawalhi","doi":"10.1177/08920206221123174","DOIUrl":"https://doi.org/10.1177/08920206221123174","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43588098","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 : 2022-09-01DOI: 10.1177/08920206221123177
E. Saito, Ghazalossadat Fatemi
A curriculum is supposed to be something that the teachers and authorities would construct. Recently, more studies have focused on student contributions to curriculum development. These studies largely framed listening to student voices in the planning processes. However, actual voices can be heard in the process of running classes, and such needs also help the teachers realign, redesign, and redevelop curricula improvisationally. This is also a ‘co-curriculum’ by listening to the voices of students who stumble. This essay aims to conceptually discuss the possibility of recognising students’ stumbles during the classes as seeds for improvisational curriculum development and design, positioning the students as curriculum co-makers with their teachers. Such attempts require a climate where the right of every student to learn is recognised and valued, and it depends on school leadership and management to highlight the importance that the learning opportunities are provided to every student.
{"title":"Enabling students to become co-makers of emergent curricula through authentic and collaborative learning","authors":"E. Saito, Ghazalossadat Fatemi","doi":"10.1177/08920206221123177","DOIUrl":"https://doi.org/10.1177/08920206221123177","url":null,"abstract":"A curriculum is supposed to be something that the teachers and authorities would construct. Recently, more studies have focused on student contributions to curriculum development. These studies largely framed listening to student voices in the planning processes. However, actual voices can be heard in the process of running classes, and such needs also help the teachers realign, redesign, and redevelop curricula improvisationally. This is also a ‘co-curriculum’ by listening to the voices of students who stumble. This essay aims to conceptually discuss the possibility of recognising students’ stumbles during the classes as seeds for improvisational curriculum development and design, positioning the students as curriculum co-makers with their teachers. Such attempts require a climate where the right of every student to learn is recognised and valued, and it depends on school leadership and management to highlight the importance that the learning opportunities are provided to every student.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47230208","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 : 2022-08-22DOI: 10.1177/08920206221119119
Christie S. Oates
{"title":"An era of hope, ambition and collaborative partnerships","authors":"Christie S. Oates","doi":"10.1177/08920206221119119","DOIUrl":"https://doi.org/10.1177/08920206221119119","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42475894","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 : 2022-07-18DOI: 10.1177/08920206221114703
Paul Wilfred Armstrong
{"title":"Book Review: About Our Schools: Improving on Previous Best by Tim Brighouse & Mick Waters","authors":"Paul Wilfred Armstrong","doi":"10.1177/08920206221114703","DOIUrl":"https://doi.org/10.1177/08920206221114703","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48415057","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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