Pub Date : 2022-06-19DOI: 10.1177/08920206221104635
John James Juma, M. Nyaga, Z. N. Ndwiga
This paper reports on the extent of policy implementation on strategic planning in secondary schools in Kenya. To achieve the aim of the study, all the 41 sary schools in Rangwe sub-county were included. The targeted respondents were school principals and deputy principals. A purposive sampling method was used to select the respondents from each school. A principal questionnaire (PQ) and a document analysis checklist were used for data collection. The data collected was analysed using descriptive and inferential statistics. The study affirms that strategic planning has not been fully embraced in Kenya. This study, therefore, amplifies the need for policies implementation as stipulated and within a time frame to realize their effectiveness in different cultural backgrounds.
{"title":"Strategic planning in secondary schools in Rangwe sub-county, Kenya: Influence on student learning outcomes","authors":"John James Juma, M. Nyaga, Z. N. Ndwiga","doi":"10.1177/08920206221104635","DOIUrl":"https://doi.org/10.1177/08920206221104635","url":null,"abstract":"This paper reports on the extent of policy implementation on strategic planning in secondary schools in Kenya. To achieve the aim of the study, all the 41 sary schools in Rangwe sub-county were included. The targeted respondents were school principals and deputy principals. A purposive sampling method was used to select the respondents from each school. A principal questionnaire (PQ) and a document analysis checklist were used for data collection. The data collected was analysed using descriptive and inferential statistics. The study affirms that strategic planning has not been fully embraced in Kenya. This study, therefore, amplifies the need for policies implementation as stipulated and within a time frame to realize their effectiveness in different cultural backgrounds.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45907550","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 : 2022-06-16DOI: 10.1177/08920206221107102
Mary Frances Rice, Barbara L. Pazey
In 2020, millions of students, including students with disabilities, transitioned to remote learning due to the COVID pandemic. In this article, we link key elements of special education law and policy to the challenges faced by schools and suggest implications for educational leaders who continue to support students during the pandemic and beyond. Due to the requirements contained in the ongoing recommendations advanced by the Biden administration for the safe reopening of elementary and secondary schools, we call for a rethinking of how to adhere to such guidelines on behalf of students with disabilities, including those requiring significant supports. Suggestions for school leaders and future research and considerations related to the safe return to school and provision of special educational supports are offered.
{"title":"Ensuring IDEA implementation for students with disabilities across instructional modalities","authors":"Mary Frances Rice, Barbara L. Pazey","doi":"10.1177/08920206221107102","DOIUrl":"https://doi.org/10.1177/08920206221107102","url":null,"abstract":"In 2020, millions of students, including students with disabilities, transitioned to remote learning due to the COVID pandemic. In this article, we link key elements of special education law and policy to the challenges faced by schools and suggest implications for educational leaders who continue to support students during the pandemic and beyond. Due to the requirements contained in the ongoing recommendations advanced by the Biden administration for the safe reopening of elementary and secondary schools, we call for a rethinking of how to adhere to such guidelines on behalf of students with disabilities, including those requiring significant supports. Suggestions for school leaders and future research and considerations related to the safe return to school and provision of special educational supports are offered.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45625361","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 : 2022-05-31DOI: 10.1177/08920206221104626
Steve Lambert
The role of middle leaders in bringing about improvement in schools is well documented in the UK and abroad, with the ever-present demand for raising standards and achievement. At the same time, the benefits to individuals from receiving coaching or mentoring is also well documented. However, little is known about the benefit to those providing coaching. This article outlines some initial findings emerging from the first stage of a study exploring the benefits to middle leaders in secondary schools in England in their ability to recognise emotions having provided some coaching interventions to others. All participants were asked to complete an online emotional recognition test. After which a subset of the participants provided coaching to a member of staff from within the school for one academic term. After which participants resat the emotional recognition test. Most participants saw their ability to recognise emotions improve as a result of providing the coaching interventions. This is particularly important given existing literature that suggests due to the demands of the role, middle leaders have a deficit in their ability to recognise emotions, leading to a negative impact on those with whom they work.
{"title":"The practical application on middle leaders of performing coaching interventions on others","authors":"Steve Lambert","doi":"10.1177/08920206221104626","DOIUrl":"https://doi.org/10.1177/08920206221104626","url":null,"abstract":"The role of middle leaders in bringing about improvement in schools is well documented in the UK and abroad, with the ever-present demand for raising standards and achievement. At the same time, the benefits to individuals from receiving coaching or mentoring is also well documented. However, little is known about the benefit to those providing coaching. This article outlines some initial findings emerging from the first stage of a study exploring the benefits to middle leaders in secondary schools in England in their ability to recognise emotions having provided some coaching interventions to others. All participants were asked to complete an online emotional recognition test. After which a subset of the participants provided coaching to a member of staff from within the school for one academic term. After which participants resat the emotional recognition test. Most participants saw their ability to recognise emotions improve as a result of providing the coaching interventions. This is particularly important given existing literature that suggests due to the demands of the role, middle leaders have a deficit in their ability to recognise emotions, leading to a negative impact on those with whom they work.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42190634","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 : 2022-05-09DOI: 10.1177/08920206221098154
Chandrani Chattopadhyay
Most private schools in India fall under the category of Affordable Private School (APS). The paper tries to state, that with growing privatization of education, APS is likely to grow further. But the APS sector has certain problems. The problems are mostly associated with staff-management relationship. The paper opines that if these problems are not addressed properly then the sector may face sustainability problems and may not even grow in spite of huge scope. At the end, the paper tries to suggest some remedies that can help the sector to overcome its problems.
{"title":"Affordable Private School (APS): A case","authors":"Chandrani Chattopadhyay","doi":"10.1177/08920206221098154","DOIUrl":"https://doi.org/10.1177/08920206221098154","url":null,"abstract":"Most private schools in India fall under the category of Affordable Private School (APS). The paper tries to state, that with growing privatization of education, APS is likely to grow further. But the APS sector has certain problems. The problems are mostly associated with staff-management relationship. The paper opines that if these problems are not addressed properly then the sector may face sustainability problems and may not even grow in spite of huge scope. At the end, the paper tries to suggest some remedies that can help the sector to overcome its problems.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45734134","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 : 2022-04-12DOI: 10.1177/08920206221093001
D. Mai, M. Brundrett
This paper focuses on the movement known as ‘teachers as researchers’, which has become an international phenomenon, and posits that it may be compatible with the policy of the ‘New General Education Curriculum’ of Vietnam. In order to examine teachers’ perceptions of their ability to undertake such research the methodology employed was qualitative in nature and consisted of two phases including a survey questionnaire with open ended questions administered to respondents in 100 high schools and secondary schools in 35 locations in cities and provinces in Vietnam, followed by in-depth interviews with four practitioners. It analyses the context, examines the challenges, and recommends strategies in order to develop teachers as researchers in the Vietnamese context. The main findings include that teachers currently lack interest in carrying out research because initial teacher training does not equip them sufficiently, they thus do not have confidence that they possess the relevant skills, and they perceive that there are limitations in support and leadership in schools, especially in relation to incentives to carry out research. The paper recommends that policy makers and school leaders take the necessary measures as soon as possible in order to encourage teachers to undertake research on practice since this would enhance the quality of teaching and students’ learning outcomes and contribute to the effective implementation of the new general education curriculum.
{"title":"The importance of developing teachers as researchers in the new general education curriculum of Vietnam","authors":"D. Mai, M. Brundrett","doi":"10.1177/08920206221093001","DOIUrl":"https://doi.org/10.1177/08920206221093001","url":null,"abstract":"This paper focuses on the movement known as ‘teachers as researchers’, which has become an international phenomenon, and posits that it may be compatible with the policy of the ‘New General Education Curriculum’ of Vietnam. In order to examine teachers’ perceptions of their ability to undertake such research the methodology employed was qualitative in nature and consisted of two phases including a survey questionnaire with open ended questions administered to respondents in 100 high schools and secondary schools in 35 locations in cities and provinces in Vietnam, followed by in-depth interviews with four practitioners. It analyses the context, examines the challenges, and recommends strategies in order to develop teachers as researchers in the Vietnamese context. The main findings include that teachers currently lack interest in carrying out research because initial teacher training does not equip them sufficiently, they thus do not have confidence that they possess the relevant skills, and they perceive that there are limitations in support and leadership in schools, especially in relation to incentives to carry out research. The paper recommends that policy makers and school leaders take the necessary measures as soon as possible in order to encourage teachers to undertake research on practice since this would enhance the quality of teaching and students’ learning outcomes and contribute to the effective implementation of the new general education curriculum.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43526943","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 : 2022-03-17DOI: 10.1177/08920206221085794
A. Coleman, Azhar Ali
In recent years a variety of trends have increased uncertainty over the future of the Higher Education (HE) sector. While these create challenges for all staff, they potentially impact most on non-academic staff, due to long standing misunderstanding and undervaluing of their roles and despite them representing almost half of all jobs within the sector. In this context, leaders’ abilities to manage emotions in the workplace appear to be at a premium. However emotionality remains under-explored both generally within HE and in non-academic contexts particularly. This article summarizes findings from research into the impact perceptions of managers’ abilities to display Emotional Intelligence (EI) has on the wellbeing, attitudes and performance of staff within the context of a professional services team in one English university. It found perceptions of managers’ EI could be a powerful influence on team members’ mental health, including stress and anxiety. Furthermore, when managers were viewed as being Emotionally Intelligent, staff reported this significantly impacted their motivation and could lead to tangible improvements in core areas of job performance, including commitment, flexibility and discretionary effort. It recommends Higher Education Institutions (HEIs) consider placing greater emphasis on developing understanding of EI throughout their workforce while also building capacity in its practice amongst current and prospective managers.
{"title":"Emotional Intelligence: Its importance to HE professional services team members during challenging times","authors":"A. Coleman, Azhar Ali","doi":"10.1177/08920206221085794","DOIUrl":"https://doi.org/10.1177/08920206221085794","url":null,"abstract":"In recent years a variety of trends have increased uncertainty over the future of the Higher Education (HE) sector. While these create challenges for all staff, they potentially impact most on non-academic staff, due to long standing misunderstanding and undervaluing of their roles and despite them representing almost half of all jobs within the sector. In this context, leaders’ abilities to manage emotions in the workplace appear to be at a premium. However emotionality remains under-explored both generally within HE and in non-academic contexts particularly. This article summarizes findings from research into the impact perceptions of managers’ abilities to display Emotional Intelligence (EI) has on the wellbeing, attitudes and performance of staff within the context of a professional services team in one English university. It found perceptions of managers’ EI could be a powerful influence on team members’ mental health, including stress and anxiety. Furthermore, when managers were viewed as being Emotionally Intelligent, staff reported this significantly impacted their motivation and could lead to tangible improvements in core areas of job performance, including commitment, flexibility and discretionary effort. It recommends Higher Education Institutions (HEIs) consider placing greater emphasis on developing understanding of EI throughout their workforce while also building capacity in its practice amongst current and prospective managers.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41352592","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 : 2022-03-16DOI: 10.1177/08920206221081611
Dimitrios Gkoros, Tharrenos Bratitsis
The paper attempts to investigate how contributive primary school principals’ e-leadership proved to the work and preparation of teachers for the implementation of the Distance Education during the covid-19 pandemic. By employing quantitative modes of enquiry and specifically a significant number of questionnaires, we concluded that the teachers’ level of education doesn't affect their opinion towards the degree of the school principals’ contribution to their work and preparation or the implementation of distance education, contrary to their educational experience. Moreover, the majority of teachers who participated in the research consider the presence and involvement of the electronic leader as important.
{"title":"E-Leadership and Distance Education in Greece during Covid-19 Pandemic","authors":"Dimitrios Gkoros, Tharrenos Bratitsis","doi":"10.1177/08920206221081611","DOIUrl":"https://doi.org/10.1177/08920206221081611","url":null,"abstract":"The paper attempts to investigate how contributive primary school principals’ e-leadership proved to the work and preparation of teachers for the implementation of the Distance Education during the covid-19 pandemic. By employing quantitative modes of enquiry and specifically a significant number of questionnaires, we concluded that the teachers’ level of education doesn't affect their opinion towards the degree of the school principals’ contribution to their work and preparation or the implementation of distance education, contrary to their educational experience. Moreover, the majority of teachers who participated in the research consider the presence and involvement of the electronic leader as important.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47407052","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 : 2022-03-11DOI: 10.1177/08920206221084050
Chen Schechter, Rima’a Da’as, Mowafaq Qadach
The global Covid-19 outbreak has disrupted schooling worldwide. Remote and limited face-to-face school management during the pandemic brought to bear the numerous challenges facing schools and principals throughout the crisis, which, in turn, gave rise to changes in their leadership practices and roles. The professional literature needs conceptual and empirical frameworks concerning the challenges facing principals, their role perceptions, and their behaviors when coping with a health crisis such as the coronavirus pandemic. This paper draws on extant literature about school leadership during diverse crisis situations to advise principals facing the current pandemic. Eight guidelines for pandemic leadership are discussed, as well as practical and research implications.
{"title":"Crisis leadership: Leading schools in a global pandemic","authors":"Chen Schechter, Rima’a Da’as, Mowafaq Qadach","doi":"10.1177/08920206221084050","DOIUrl":"https://doi.org/10.1177/08920206221084050","url":null,"abstract":"The global Covid-19 outbreak has disrupted schooling worldwide. Remote and limited face-to-face school management during the pandemic brought to bear the numerous challenges facing schools and principals throughout the crisis, which, in turn, gave rise to changes in their leadership practices and roles. The professional literature needs conceptual and empirical frameworks concerning the challenges facing principals, their role perceptions, and their behaviors when coping with a health crisis such as the coronavirus pandemic. This paper draws on extant literature about school leadership during diverse crisis situations to advise principals facing the current pandemic. Eight guidelines for pandemic leadership are discussed, as well as practical and research implications.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46034174","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}
The study inspects the status of school governance and school outcome at primary school level and set up roadmap for all the stakeholders to achieve the mandate of Goal 4 in SDGs within 2030, especially in the context of rural India. The status of school governance and school outcome are assessed under 4 dimensions and 16 parameters through a survey of 21 rural primary schools from rural Maharashtra. Two different indices have been constructed for school outcomes and school governance using multi-stage principal component analysis. Public and private-aided schools are compared according to the degree of accountability and transparency. It has been realized that there is an absolute need for strong school governance at ground level which is very poor across public schools in rural India. The study followed the Worldwide Governance Indicators (WGI) project and ASER (2014) and considered these baselines to find the present status of school governance and school outcome for the present study.
{"title":"Examining the Preparedness for Achieving Goal 4 of the SDGs in India: A Case Study on School Governance vis-à-vis Outcome for Primary Schools in Rural Maharashtra","authors":"Shrabani Mukherjee, Rujutha Joshi, Debdulal Thakur","doi":"10.1177/08920206211069731","DOIUrl":"https://doi.org/10.1177/08920206211069731","url":null,"abstract":"The study inspects the status of school governance and school outcome at primary school level and set up roadmap for all the stakeholders to achieve the mandate of Goal 4 in SDGs within 2030, especially in the context of rural India. The status of school governance and school outcome are assessed under 4 dimensions and 16 parameters through a survey of 21 rural primary schools from rural Maharashtra. Two different indices have been constructed for school outcomes and school governance using multi-stage principal component analysis. Public and private-aided schools are compared according to the degree of accountability and transparency. It has been realized that there is an absolute need for strong school governance at ground level which is very poor across public schools in rural India. The study followed the Worldwide Governance Indicators (WGI) project and ASER (2014) and considered these baselines to find the present status of school governance and school outcome for the present study.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42978560","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 : 2022-02-16DOI: 10.1177/08920206221078919
E. Clarke
In his accessible and very readable book, Dave Whitaker asks the key question – what do we mean by managing behaviour ‘successfully’? He challenges whether the strategies of control and compliance currently used by the majority of schools equate with ‘success’, or whether they are driven by the wider political agendas of school improvement rather than the needs of pupils (and teachers). He acknowledges the current polarised narratives on behaviour and steers clear of adding to these with the themes in the book. Instead, he shares in a careful, considered, experienced and informed manner what the alternatives to schools’ expectations of conformity might be, and how these could take shape in the day-to-day practice of schools. He asserts that a focus on compliance and control limits options for pupils and teachers and leads to exclusion as an automatic consequence, one which has incredibly damaging effects – not only for the child but for the wider community and society too. Instead he suggests that, although some exclusions are wholly justified and might be part of a supportive move for the child, that schools should and can focus on addressing the causes of behaviour rather than attempting to control the symptoms. The way to do this he suggests, is through kindness, forging strong relationships and understanding – a radical shift from long-standing English policy and reductive narrative of reward and punishment, compliance and control. The approaches Dave advocates come from a position of experience in the classroom, having moved from secondary teacher to headteacher then on to trust leadership. He describes the book as a ‘25-year learning walk’ which includes insights from his time in mainstream urban and disadvantaged primary and secondary schools, as well as alternative provision (including PRU and SEMH settings). He also draws in theory to underpin the strategies he suggests while acknowledges he is a ‘schoolist’ not a therapist or a neuroscientist and as such his book is squarely aimed at those engaged with pupils in school. The book includes sections on current foci in education, such as trauma informed practice and zero-tolerance approaches, as well as considering how the Covid-19 pandemic has impacted on the way schools choose to manage and support children’s behaviour. The chapters dovetail by discussing the ways in which those working in schools can both ‘create a culture’, through a focus on embedding values and ‘create a legacy’, by considering how children might remember the adults that have worked with them and reflecting on the value of learning from each other. Other chapters give informed commentary and suggestions on the use – and limitations – of sanctions and rewards and intrinsic and extrinsic motivation, as well as developing relationships, behaviour policies and de-escalation strategies. The chapters are written with a minimum of jargon which makes them practical and relatable, and they are supported by a breadth of referen
{"title":"Book Review: The Kindness Principle: Making Relational Behaviour Management Work in Schools by Carmarthen: Independent Thinking Press","authors":"E. Clarke","doi":"10.1177/08920206221078919","DOIUrl":"https://doi.org/10.1177/08920206221078919","url":null,"abstract":"In his accessible and very readable book, Dave Whitaker asks the key question – what do we mean by managing behaviour ‘successfully’? He challenges whether the strategies of control and compliance currently used by the majority of schools equate with ‘success’, or whether they are driven by the wider political agendas of school improvement rather than the needs of pupils (and teachers). He acknowledges the current polarised narratives on behaviour and steers clear of adding to these with the themes in the book. Instead, he shares in a careful, considered, experienced and informed manner what the alternatives to schools’ expectations of conformity might be, and how these could take shape in the day-to-day practice of schools. He asserts that a focus on compliance and control limits options for pupils and teachers and leads to exclusion as an automatic consequence, one which has incredibly damaging effects – not only for the child but for the wider community and society too. Instead he suggests that, although some exclusions are wholly justified and might be part of a supportive move for the child, that schools should and can focus on addressing the causes of behaviour rather than attempting to control the symptoms. The way to do this he suggests, is through kindness, forging strong relationships and understanding – a radical shift from long-standing English policy and reductive narrative of reward and punishment, compliance and control. The approaches Dave advocates come from a position of experience in the classroom, having moved from secondary teacher to headteacher then on to trust leadership. He describes the book as a ‘25-year learning walk’ which includes insights from his time in mainstream urban and disadvantaged primary and secondary schools, as well as alternative provision (including PRU and SEMH settings). He also draws in theory to underpin the strategies he suggests while acknowledges he is a ‘schoolist’ not a therapist or a neuroscientist and as such his book is squarely aimed at those engaged with pupils in school. The book includes sections on current foci in education, such as trauma informed practice and zero-tolerance approaches, as well as considering how the Covid-19 pandemic has impacted on the way schools choose to manage and support children’s behaviour. The chapters dovetail by discussing the ways in which those working in schools can both ‘create a culture’, through a focus on embedding values and ‘create a legacy’, by considering how children might remember the adults that have worked with them and reflecting on the value of learning from each other. Other chapters give informed commentary and suggestions on the use – and limitations – of sanctions and rewards and intrinsic and extrinsic motivation, as well as developing relationships, behaviour policies and de-escalation strategies. The chapters are written with a minimum of jargon which makes them practical and relatable, and they are supported by a breadth of referen","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"36 1","pages":"194 - 194"},"PeriodicalIF":1.3,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41998716","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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