bluuebunny/crossref_metadata_2025 huggingface dataset:
Teaching
Authors: Hoyle Eric
Published: October 2003

The need to recruit and retain teachers and to improve their morale has focused attention onthe status of teaching as a profession. This article suggests that the generic term ‘status’ has three relatively independent components, here labelled prestige, statusand esteem, the recognition of which as relatively distinct phenomena could enhance the debate. Factors affecting the relative prestige, status and esteem of schoolteaching are explored and possibility of enhancement on each of the dimensions is discussed. Finally, the argument that ‘the new professionalism’ will enhance the ‘status’ of teaching is examined.
Sharing Leadership of Schools through Teamwork
Authors: Wallace Mike
Published: October 2003

This article develops the empirically backed normative argument that ideally school leadership should be shared among staff, but the extent of sharing that is justifiable in practice depends on diverse contexts and consequent risks—especially for headteachers— that may inhere in the endeavour to share leadership. Findings are discussed of research into senior management teams (SMTs) in British primary schools showing how the heads variably shared leadership by setting parameters for teamwork. A model is put forward which links interaction between heads and other SMT members according to their belief in a management hierarchy and in equal contribution with different levels of team synergy. A contingent approach to sharing leadership is justified on the basis of this model and implications for training identified.
Postmodernism and Educational Marketing
Authors: Farrell Francis
Published: October 2003

The educational reforms of the 1980s have resulted in an environment in which schools are under increasing pressure to market themselves. Postmodernism can be understood in epochal and/orepistemological terms. Both meanings provide challenges to those who are trying to market theirschools. Difficulties arise in attempting to understand the market that is being served, in controlling the message about the school that is being conveyed and in attempting to reconcile theassumptions about education emanating from policy makers and legislators with the reality ofschool life in the postmodern era. Relational marketing, however, might help schools through some of these difficulties.
Trust and Teacher Participation in School-Based Financial Decision Making
Authors: Newcombe Geoffrey , McCormick John
Published: October 2003

This study is guided by a theoretical framework based on the concepts of ‘order’ and ‘trust’ in the structure and processes of school-based financial decision making. The notion of ‘ordering’ in a financial context implies there are decisions(second order) that cannot be made until other decisions (first order) have been determined. 403 questionnaires were distributed among 141 government primary, secondary and special schools in New South Wales, Australia. The study investigated the hypothesis that the higher the level of teachers’ trust in their school’s financial decision makers and financial decision-making processes, the lower will be teachers’ desire to be involved in first-order financial decision making. Although the hypothesis was not supported, a number of significant issues emerged, suggesting that the role of ‘trust’ in school financial decision making may need to be reconceptualized.
Target Setting
Authors: Flecknoe Mervyn
Published: October 2003

Recent government advice to schools about target setting is examined and compared with evidence-based understanding of the technique. Although the official advice is found to be largely unhelpful and ideological, some use of target setting to which all stakeholders contribute is recommended as a useful technique in the struggle to raise achievement in schools.
The Development of School Leadership Preparation Programmes in England and the USA
Authors: Brundrett Mark
Published: October 2003

Formal school leadership training in the USA has its origins in the 19th century when the first university programmes were developed. Since that time the academic community has played a central role in the preparation of school principals and superintendents; Murphy has suggested that other nations might avoid ‘pitfalls’ by analysing this historically and intellectually extensive experience. In contrast, systematic school leadership training in England is a contemporary phenomenon; its origins are to be found in the pioneering work of university academics in the 1960s and 1970s but, more recently, central government has introduced national programmes which have threatened to arrogate the training of headteachers. Whereas university education departments in the United States enjoy a sophisticated inter-relationship with state andfederal government, the English educational system faces the dangers posed by the development of two potentially competing paradigms of school leadership development, one university-based and ‘academic’, the other national and based on an adapted ‘competency’ model. This article outlines the historical development of school leadership training in the USAand England, examines parallels between the two experiences and attempts to elicit lessons for both nations.
Leadership, ‘Bastard Leadership’ and Managerialism
Authors: Wright Nigel
Published: October 2003

This article examines the view of school leadership as presented in recent official government statements in England. It argues that this view is limited; in fact so limited as to be better described as ‘bastard leadership’. This notion is presented as a version of managerialism and the article shows how, since the late 1980s, government policies and legislation of both the Conservatives and New Labour have contributed to the spread of managerialist practices in the running of schools. It is argued that this threatens to undermine New Labour’s stated education policy aims of creating a ‘healthy and just democracy [and] a productive economy’. The article concludes by raising important questions for the research agenda of the newly established National College for School Leadership.
Delving Deeper into Morale, Job Satisfaction and Motivation among Education Professionals
Authors: Evans Linda
Published: October 2003

This article builds on what the author has, elsewhere, identified as a ‘fifth level of understanding or elucidation’ in relation to what influences three specific work-related attitudes; morale, job satisfaction and motivation. It picks up the ‘story so far’ of what researchinformed analyses reveal as morale-, job-satisfaction- and motivation-influencing factors.Taking this as a starting point, it applies a comparative analysis of findings from two studies using different categories of research subjects—schoolteachers and academics—to delve deeper into examining what, fundamentally, affects job-related attitudes among education professionals. In particular, the extent and nature of the influence of leadership on morale,job satisfaction and motivation are examined. Finally, implications of these findings for education leadership policy and practice are discussed.
Developing the Leadership Capability of Headteachers
Authors: James Chris , Vince Russ
Published: October 2003

The leadership of schools involves emotional as well as rational capabilities. Emotions are integral to teaching and learning and their management. Teaching, learning and educational management are therefore influenced by non-rational forces. As a consequence, learning to ‘manage’ this emotional dimension is essential in the leadership development of headteachers. In this article, we use the findings from our work in the Esmee Fairbairn Trust ‘Heads You Win’ Programme where we explored with primary headteachers the emotional dimension of their leadership. In the first part, we conceptualize the role of emotion in organizations. We then analyse the headteachers’ perceptions of their role and present a framework that describes those perceptions. We then examine the emotions associated with the headteacher role in relation to our framework. Finally, we theorize the findings and suggest ways of developing the leadership capabilities of headteachers that will enable them to better manage the emotional dimensions of their role.
Construing Systems of Management among Primary Headteachers
Authors: Jones Norah , Connolly Michael
Published: October 2003

This article reports an approach to the study of the work of headteachers, namely PersonalConstruct Theory and Repertory Grid. This was used to study what the heads of 12primary schools regarded as important/unimportant in their work. 97 elements, whichprovide a list of activities that each head had identified as part of his or her job, wereelicited. Analysis of the elements revealed a high degree of similarity in the headsperceptions. 84 constructs were abstracted. These in turn were grouped together to formprincipal construct themes. The analysis of the grids suggests that headteachers have amore coherent view of their work than the fragmented picture portrayed by Mintzbergs observational studies. The grids showed that at the core of their personal constructs werechildren and education. Heads saw themselves as education managers, not simply managerswho happened to be in educational settings.
Leadership and Gender
Authors: Collard John L.
Published: October 2003

This article reports on a broad-scale study in the field of leadership and gender. It isbased on research into some 400 male and female principals in Victoria, Australia,between 1996 and 1999. While confirming previous claims that there are significant differencesin the perceptions and beliefs of male and female leaders, it acknowledges theimportance of organizational cultures and values systems. It argues for a sophisticatedresearch lens which comprehends the complex interactions between principals and thecontexts in which they work. Findings with regard to students, teachers and parents areexplored with reference to variables such as level and size of schools, sectorial values andstudent gender. These are linked to an argument that male and female leadership inAustralian schools takes multiple forms and that differences within a gender can be asimportant as differences between them.
‘Creation of Income’ by Schools in China
Authors: Ng Ho Ming
Published: October 2003

The lack of public funding available for schools in China is a serious problem. To alleviate this situation, the government urges schools to engage in ‘creating income’ by running factories, opening shops, renting out school premises, etc., in order to advance educational provision and improve teachers’ welfare. This article reports upon a recent study of 21 secondary schools in an urban district of Guangzhou. It describes and analyzes how the practices identified above can improve facilities and equipment, boost morale, facilitate innovation and increase autonomy at the school level. In addition, it examines some of the problems that may be generated by such practices.
Is Funding Fair?
Authors: Anderson Lesley , Bush Tony , Wise Christine
Published: October 2003

Amending the funding arrangements for maintained schools in England and Wales was among New Labour’s educational priorities when it came to power in 1997. Accordingly a new devolved system was introduced in April 1999 known as ‘Fair Funding’. This change was particularly significant for schools that had been grant maintained (GM) under the previous government because it not only ended the favourable funding situation they had enjoyed but it also, once again, directed their funding through their local education authority. This article reports research into perceptions and experiences about the new funding arrangements in such schools.
Special Educational Needs
Authors: Getty David , Gray Ann Marie
Published: October 2003

This article raises issues relating to the local administration of special educational needs in Northern Ireland. It considers whether the administration of education services by quango, as is the case in Northern Ireland, has implications for the successful implementation and working of the Code of Practice for Children with Special Educational Needs implemented in 1998. Much of the research on the code in England points to the central coordinating role of democratically elected local authorities. It suggests that they are best placed to offer strategic leadership to schools and to act as advocates for young people and parents. The article examines the difficulties that arise in a political and administrative system that has lacked this democratic accountability. It concludes by highlighting the need for more detailed research on the issues raised and proposes a programme for future work.
Making School Admissions Fairer?
Authors: West Anne , Ingram Dabney
Published: October 2003

This article examines reforms to secondary school admissions in England since 1997. In particular, it focuses on the new ‘quasi-regulation’ that has been introduced to make the process of admissions fairer and more transparent. Our analysis reveals that the quasiregulation has had some impact on the process of admissions to secondary schools. In a number of authorities with highly developed secondary school quasi-markets, the policy changes have resulted in some inequitable admissions criteria being removed. However, there are still problems with school admissions and policy recommendations about how the system can be made fairer are presented.
Realizing the Potential of Education Management in India.
Authors: Sapre Padmakar
Published: October 2003

This article traces the emergence of management in India and the rationale for the influx ofmanagement concepts and techniques into education. It then responds to the ambiguity that surrounds the use of ‘administration’ and ‘management’ by tracing the roots of the two terms. Administration owes its origin to the institution of state, management to that of business. The terms, therefore, reflect the dominant culture and belief systems of, respectively, government and business organizations. From this discussion two models are set out and compared on selected criteria. Recent initiatives to apply management concepts to education, and their insignificant impact, are reviewed and suggestions offered to realize their potential.
Purposes and Positions in the Field of Education Management
Authors: Gunter Helen M.
Published: October 2003

Using Bourdieu’s theory of practice this article explores the contemporary histories of the field of education management in England and Wales. The thinking tools of habitus andfield are used to explore oral texts produced from interviews with current and past field members. These oral texts contain the professional biographies of field members in which the struggle for an academic–practitioner habitus, in context and over time, is revealed from withinthe stories of professional practice. While our engagement with sociological theories has been the target of political attack on educational research, it is argued that such inquiries enableus to gain new insights into the complexities and creativity of knowledge production within thechoices we make as a part of our lives and work. Thinking with habitus and field opens up possibilities for field development through conceptualizing position, and enables us to see the traps located in accepting positioning.
Weber on Education and its Administration
Authors: Samier Eugenie
Published: October 2003

Weber’s contribution of the bureaucratic ideal type to administrative theory, and his delineation of the three authority types are well known. However, these constructs are often not presented accurately as ideal-typical forms devised to study social institutions in theirhistorical development as Weber intended. More importantly, for education, his subjective and valuational approach to social action, necessary to his interpretive social analysis, is neglected. This article traces Weber’s discussion of education through a number of his texts notusually referenced in educational administration, along with the better known Economy and Society. Education, viewed from this broader perspective in Weber’s writings, is seen to beinextricably interconnected with the development of religious, economic and political institutions, most importantly as it contributes to the problem of the ‘iron cage’ of rationalization, or the bureaucratization, of modern society. The possibilities for leadership in education in a rationalized world, that is, for the exercise of individual freedom and charisma, and even democracy, or in value terms, the reassertion of end valuesover rationalized means, appear to be increasingly grim. The consequence for higher education is the loss of autonomy and academic freedom that can currently be seen in the debate over the corporatization and commercialization of education.
Imagining Good Organizations
Authors: Milley Peter
Published: October 2003

This paper provides a philosophical and methodological analysis which aims to support research on social justice in educational organizations. It traces a path from Thomas Greenfield’s ethical formulations to the moral philosophy of Jurgen Habermas and does so in order to query the ethical implications of following Greenfield in imagining educational organizations as ‘moral orders’. It argues that such a metaphor is problematic for guiding research with a social justice focus because it does not adequately conceive its own ethical basis, and thus cannot address (or redress) moral authority in organization. It claims that Greenfield’s metaphor requires substantial revision, such that organizations are better regarded as moral communities. The implications of this revised metaphor are discussed with respect to a variety of key issues in educational administration and research.
Imagining the Good Organization
Authors: Harris Carol E.
Published: October 2003

Drawing on the views of a wide range of theorists, including in particular Greene, Greenfield and Habermas, the author argues for the need, if we are to conceive of new possibilities for ourselves and for society, for imagination. In this context, a persistent theme of rural communities, once heavily dependent on a single economic resource, surrounds the need for innovative leaders who are capable of imagining new options and willing to take considered risks. Based ona case study of a single community and its school, the author argues that these characteristicsare becoming the first victims of an everincreasing technological rationality of educational institutions, but that the process may be reversed by practices of communicative discourse, and by a revitalization of critical participation in the practical and performing arts. An underlying assumption is that successful school leaders consider the interests of adults as well as those of students, and that they, together with other community members, engage in decision-making on socioeconomic and cultural ends as well as means.
An Equitable Organization
Authors: Wallace Janice
Published: October 2003

This study explores employment equity policy as a text of transformation that provides a discursive site for mapping asymmetries of meaning that men and women bring to working together inorganizational settings. Three modes for understanding social phenomena, outlined in Gadamer’s Truth and Method(1997), form a conceptual framework for understanding the lived experience of equity workers attempting to transform the gendered discursive space of their educational organizations in Ontario, Canada, during a period of political restructuring. Their experience offers the opportunity to draw connections between ‘ideologies, everyday practices, and official policies’ in educational organizations at the micro and macro-political level.
Market Frustration?
Authors: Taylor Chris , Gorard Stephen , Fitz John
Published: October 2003

Parents in the UK now have the opportunity to express a preference for their child’s school. However, since there are limits to the number of students any school can admit, published criteria are used to prioritize students to school places. Consequently some parents do not get a school of their choosing. But legislation, such as the 1988 Education Reform Act, has also extended parents’ opportunity to appeal against their allocated placement. The number of parents appealing against rejection of their preference has risen considerably. This suggests that more parents are becoming dissatisfied with the failings of the new market system to allow them access to a school of their choosing. A potential explanation for this is a growing awareness by parents of their rights and the rise of a consumer culture in education. However, significant geographical variations across the UK in the prevalence of appeals suggest further possible causes of market frustration.
Primary Assessment in the Republic of Ireland
Authors: Hall Kathy , Kavanagh Veronica
Published: October 2003

This article is about the way influential groups understand the purposes and forms of assessment in primary education in the Republic of Ireland and the implications of this for official policy at national level. It describes the current assessment policy context and analyses the perspectives of teachers, policy-makers and parents. The methodology is based on qualitative, ‘elite’ interviews with national policy-makers and in-depth interviews with samples of teachers and parents. Themes investigated are: the conflict and consensus across groups in relation to the purposes of assessment; the interpretation of assessment in terms of key audiences for assessment information; and the faith in standardized testing.
Effective Leadership and Service Improvement in Contemporary Educational Psychology Services
Authors: Rowland Kevin
Published: October 2003

This article begins charting the field of leadership with respect to English Educational Psychological Services within the context of unprecedented and externally imposed change within local education authorities, including Best Value legislation and increasing market forces. It draws upon the work of Brighouse and Woods (on shared leadership and school improvement) and reports on the outcomes of a service improvement framework utilized in three Educational Psychology Services (City, Shire County and Metropolitan Borough). The data were triangulated with results from LEA OFSTED inspections and a short Business Excellence questionnaire. It was concluded that the adapted framework provided a valid and reliable tool that could be used to support service improvement initiatives. The study also enabled an initial exploration of leadership and psychology within modern Educational Psychology Services.
Mapping Leadership Studies in Education
Authors: Ribbins Peter , Gunter Helen
Published: October 2003

This is the first of two linked articles, both reported in this edition of the journal. Taken together they consider reasons for mapping the field of leadership studies in education and make some suggestions for what this might look like. This article opens with a discussion of leadership and associated concepts, explains why and how the authors came to attempt to map the field, examines what is and what should be involved in the nature of the enterprise of mapping, and concludes with an outline of a mapping typology built around five knowledge domains (the conceptual, the critical, the humanist, the evaluative, the instrumental) and seven factors through which the domains can be further differentiated (purpose, focus, context, method, audience, communication and impact).
A Preparation for School Leadership
Authors: Bush Tony , Jackson David
Published: October 2003

The English National College for School Leadership organized a programme of study visits to several international leadership centres in 2001. This article reports the findings of these visits and relates them to recent research on school leadership preparation. This shows a widespread commitment to training and preparation for headship but considerable diversity in the nature of such provision. There are many courses for aspiring, beginning and experienced principals but few examples of a coherent programme for all three stages. Preparation for leadership teams and middle managers is very limited. Learning modes include on-line provison, mentoring, coaching and internship as well as courses. The article recommends the establishment of an international network of leadership centres.
Technocratic Control and Financial Governance
Authors: Taylor Alison , Neu Dean , Peters Frank
Published: October 2003

This article uses a case study of two school boards in Alberta to examine how financially driven policy reforms have been translated into practice at the level of school districts and schools. Drawing primarily on institutional and resource dependent theories, we provide a thematic analysis of interview data. Findings describe the policy games adopted by district and school level administrators as well as the consequences of policy directives.
Toward a Conceptual Framework for Leadership Inquiry
Authors: Richmon Malcolm J. , Allison Derek J.
Published: October 2003

This article offers a critical examination of academic work in the area of leadership over the past several decades, arguing that the lack of conceptual clarity in the field hinders practitioners’ efforts to discriminate among competing theoretical perspectives. In an effort to address this problem, as well as to reflect on the rich history of the field, several notable reviews and compendia of leadership literature are considered with a view towards examining the strengths and weaknesses of existing schemes for categorizing and classifying scholarly approaches to leadership. The article concludes with a brief description of an original conceptual framework for leadership inquiry, and suggests how such a framework might be used to identify, describe and possibly integrate persistent conceptual similarities and differences across distinct theoretical perspectives.
Collaboration between LEA and SLT Managers for the Planning of Services to Children with Speech and Language Needs
Authors: Radford Julie , Law James , Soloff Nina , Lindsay Geoff , Peacey Nick , Gascoigne Marie , Band Sue
Published: October 2003

Whereas collaboration between practitioners such as teachers and therapists is relatively well documented, less is known about collaboration between their respective services at managerial level. This article reports on the case-study phase of a national study into provision of services to children with speech, and language needs. The case sites were 15 LEAs and a corresponding health trust partner, 10 self-rated as high collaborators. 57 health and education managers were interviewed about a range of themes relating to the strategic planning of services, collaboration, funding and resource allocation, training and professional development and the involvement of parents. We find extensive recognition of the need for collaboration between agencies, but wide variation in practices across England and Wales. At strategic level, various factors appear to facilitate joint planning, although constraints operate at several levels. Tensions in the current system are explored, with particular reference to how to achieve equitable distribution of resources whilst working towards an agenda of inclusive education.
The Nature and Extent of Student Involvement in Educational Policy-Making in Canadian School Systems
Authors: Critchley Stuart
Published: October 2003

What is the role of students in educational policy-making in Canadian school systems? This question was the basis for my doctoral thesis in 1999. A study was conducted at school, school district and departmental levels across Canada. This article provides a brief account of the literature and methodology used and discusses the findings of the study in terms of what provision is made for student involvement in policy-making at each level in education, the nature of that involvement, the mechanisms used for recruiting student involvement in policy-making, the perceptions of stakeholders on student involvement, and the constraints to be overcome in Canadian school systems. It shows that education systems across Canada involve students in policy-making at the department, school district, and school levels, but in an advisory capacity: involvement is restricted to providing policy-makers with information.
Principled Principals?
Authors: Gold Anne
Published: October 2003

In 2001 the Department for Education and Skills commissioned a major study of the leadership of English schools. The study made use of a wide variety of research methods in order to address a number of questions about school leaders and leadership. This article draws upon one of the many data sets of the research—the case studies of schools with ‘outstanding’ leaders—to discuss the values that leaders hold and to describe the various ways in which they are acted out. More specifically it offers a series of operational images of how the case-study principals translated their educational values into management and leadership practices. The school leaders in the case-study schools were clearly avoiding doing ‘bastard leadership’ by mediating government policy through their own values systems. The ways in which school leaders manage to promote and encourage shared values are explored and attention is given to how school leaders enact values-driven leadership specifically by: working with, managing and searching out change; paying careful attention to information management within the school; working very closely and sometimes seamlessly with theirleadership groups and management teams; and developing leadership capacityand responsibility throughout their schools.
Principled ‘Bastard’ Leadership?
Authors: Wright Nigel
Published: October 2003

In an earlier article on leadership (EMA Vol. 29 Iss. 3 2001), I argued that more recent government and Ofsted policy and pronouncements were suggesting a view of leadership that might more aptly be described as ‘Bastard Leadership’, a view challenged empirically by Gold et al.in this edition of EMA. In this reply to their paper ‘ PrincipledPrincipals’ I argue that the data presented still have to be interpreted and that the data used raise four areas of question. In this paper I maintain that ‘bastard leadership’ is a subtle capturing of the leadership discourse. Propounding second order values as evidence of principled leadership in fact offers no defence against ‘bastard leadership’.
An ‘Extra Pair of Hands’?
Authors: Wilson Valerie , Schlapp Ursula , Davidson Julia
Published: October 2003

What do classroom assistants do? How are they deployed and how do teachers manage and liaise with them? These are some of the questions, which an evaluation of the Classroom Assistant Initiative in Scotland sought to answer. In this article the authors, first, set the context by describing the growing use of non-teaching staff. Second, they show how headteachers and class teachers actually deployed and managed assistants in ways that impacted on teachers’ time and classroom organisation. Finally by way of a conclusion, issues related to the use of classroom assistants are highlighted. In particular, despite the generally positive response to the Initiative, many schools were finding it difficult to make sufficient time available for teachers and classroom assistants to plan their work together. Without planning and liaison time, the authors suggest that the benefits from an ‘extra pair of hands’ in the classroom will be limited.
The Accountability of School Governing Bodies
Authors: Farrell Catherine M. , Law Jennifer
Published: October 2003

The notion of accountability has been central to the reforms which have been introduced in education since the Education Reform Act of 1988. As a case in point, key responsibilities have been devolved from local education authorities to school governing bodies. While these bodies are now accountable for many aspects of education, it is not clear how they work in practice. The aim of this paper is to identify the nature of accountability of school governing bodies. The research it reports on involved interviews with a range of governors to determine both how they perceive themselves to be accountable and how such accountability operates in reality. From all this conclusions are drawn on the nature and effectiveness of governing body accountability.
Educational Standards and Grantmaintained Schools
Authors: Anderson Lesley , Bush Tony
Published: October 2003

For the past decade, successive governments in the UK have linked economic growth with educational standards in schools and, in order to ensure the former, much emphasis has been placed on raising the latter. What has not been made clear is exactly what is meant by standards in schools. The earlier Tory regime put its faith in school autonomy in the shape of grant-maintained schools as a key thrust to their school improvement campaign. New Labour plans to abolish the sector and to ‘reinvent’ it through foundation and voluntary schools which will have reduced powers and will be linked to the LEA through governance and admission arrangements. This paper examines data on the views and perceptions of GM headteachers and chairs of governors about standards in their schools and reveals the extent to which they are able to ‘see through’ and critique current thinking about their nature and development generally.
Can Local Education Authorities Make a Difference?
Authors: Riley Kathryn , Docking Jim , Rowles David
Published: October 2003

This paper reports upon a study which examines the changing role and effectiveness of local education authorities. The study, which is being conducted in three phases (and to date has involved 17 local education authorities) draws on survey and interview data to explore the growing diversity between authorities; the degree of their effectiveness; their contribution to quality and school improvement; and the nature of their educational leadership. The analysis presented draws in particular upon survey findings from the 11 authorities involved in phases i and ii of the project.
Democratic Management and School Effectiveness in Two Countries
Authors: Harber Clive , Trafford Bernard
Published: October 2003

While there are several existing studies of schools which have been deliberately set up to be democratic, there are few of schools which have set out to democratize their existing, primarily authoritarian structures. This article seeks to begin to fill this gap by discussing the reasons for democratization and the responses of participants in two schools that have attempted such democratic change—one in the United Kingdom and one in South Africa. In both studies, the role of pupil participation as one means of enhancing levels of school effectiveness is explored.
Rewarding Better Teachers?
Authors: Cutler Tony , Waine Barbara
Published: October 2003

This paper offers a critical discussion of Performance Related Pay (PRP) for teachers in Britain in the 1990s. It defines the concept and outlines the case made for PRP in public sector services. The reports of the School Teachers’ Pay Review Board (STRB) over the period 1992–8 are used to trace the discussion in respect of teachers. The principal performance measures, quantitative and qualitative, recommended by the STRB for PRP purposes are critically examined. A concluding section examines why there is broad political support for PRP. It also argues that the political attractions of PRP for teachers should not obscure the difficulties of implementing such a policy.
Strategic Planning in Further Education
Authors: Lumby Jacky
Published: October 2003

Since colleges were made responsible for strategic planning in 1993, managers in further education have encountered criticisms for not managing the process in a sufficiently business-like way and for being too business-driven in their approach. This article explores the experience of a group of principals who lead strategic planning, in the context of an analysis of a sample of strategic plans. It suggests planning takes place within a national strategic vacuum and that there is a diversity of types of plan and planning process. Plans based on achieving a competitive edge are in evidence, but so too are plans based on the need to build commitment in the face of severely constrained strategic choices, and driven by educational values. It is concluded that analysis and response to the planning of the sector should take better account of the diversity of purposes and practices within colleges.
College Choice
Authors: Hemsley-Brown Jane
Published: October 2003

Choice in education has become a key issue for educational debate. In Further Education, especially since 1992, where recruitment has been linked to funding, interest in markets and choice mechanisms has understandably increased. This paper summarizes the findings of a longitudinal multi-site study which examined the reasons and motives of 16 year olds choosing among post-16 colleges and school sixth forms in one local area. It analyses decision-making processes and strategies, and reveals subjective and objective approaches in students’ handling of marketing information. The paper concludes that although students initially base their choices on ‘pre-dispositions’ and work within social and cultural frames of reference, young people also rely on the marketing information provided by colleges to justify their choices, and to announce their decisions to others.
Deadwood Didn’t Kill Itself
Authors: Fink Dean
Published: October 2003

In the 1980s, the school improvement literature identified the school as the centre of change and the school effectiveness literature argued that some schools were more effective than others, therefore reform efforts should focus on the school. It would seem in the 1990s that the school has become the centre of blame. Policymakers have ‘cherry-picked’ their way through the two literatures and developed policies based on a conceptual hybrid which seems more interested in identifying failing schools than celebrating success. This paper uses case study research to argue that schools considered ‘deadwood’ didn’t kill themselves—they needed help, usually from outside. By exploring the interrelationship of a school’s contexts, its meaning, leadership, structure, culture and the work and lives of its teachers, this article provides warning signs of the ‘attrition of change’ as well as suggestions for policymakers and change agents.
A Preliminary Evaluation of the HEADLAMP Programme for Newly Appointed Headteachers
Authors: Rutherford Desmond
Published: October 2003

In recent times, governmental legislation has substantially changed the nature of the role of headteachers and in doing so has underlined the centrality of their contribution to school improvement. As a consequence the training of headteachers has become a major government priority. Against this backdrop, this paper presents a preliminary evaluation of the HEADLAMP scheme for newly appointed headteachers. It is based upon a series of interviews and group discussions with a small sample of headteachers which focused upon their experience of the scheme in general, and, in particular, their opinions of the needs analysis, the training and the impact of the training in their own schools.
Preparing the Way for Partnership in Establishing a Centre for SchoolLeadership
Authors: Harvey Michael , Clarke Robin , Hill Susan , Harrison Bernard
Published: October 2003

This paper considers opportunities for a partnership approach to leadership development in a Western Australian context. It draws on the findings of a collaborative research project undertaken by three school leader associations and a university faculty of education. Following discussions of the Western Australian context and the need to move towards more client-aware forms of leadership development, project evidence is presented to reveal attitudes and requirements of school leaders, both primary and secondary, for their career development. Four sets of issues are then identified, which will require the attention of policymakers, planners and all potential stakeholders, in setting up a Centre for School Leadership.
A New Theory of Leadership
Authors: Lang Donald
Published: October 2003

Realwert, taken to mean ‘real good’, stems from an understanding of the raison d’etre of humanity:notions of treating others with respect and dignity are central to this concept. It can be contrasted with ‘apparent good’, a condition uniquely human wherein one ‘thinks’ that real good is being pursued but in fact it is not. Drawing in particular upon ideas from Aquinas and Hodgkinson, this paper argues for a realwertconception of leadership and examines some of the implications of such an approach for leadership training programmes.
Managerial Implications Of Adopting Formula-based Systems of Resource Allocation
Authors: Thomas Harold G.
Published: October 2003

This paper explores the consequences of adopting formula-based systems of resource allocation and questions some of the assumptions underpinning the development of such systems. It is based upon a case study of a university in the United Kingdom which moved, in the mid to late 1980s from a historic, centralized system of resource allocation towards a more devolved and formula-based approach. Following an account of the change process, the article discusses some practical implications for institutional managers.
Crisis or Crossroads?
Authors: Bush Tony
Published: October 2003

Educational management is a relatively new academic discipline but it has grown strongly in the United Kingdom and in most other English-speaking countries. The widespread shift to selfmanagement has served to enhance the importance of effective leadership within educational institutions and the parallel need for theory and research to establish what constitutes good practice. Rapid and multiple policy change constitutes a challenging context for educational management but also points to the need for a review of the discipline. This article examines the opportunities and challenges for educational management at the end of the 20th century and concludes that the discipline has to develop a new sense of direction to meet the needs of educational institutions and practitioners in the new millennium.
Values, Power and Instrumentality
Authors: Simkins Tim
Published: October 2003

The policy agenda of the Labour government embodies both continuities and discontinuities with its Conservative predecessor. Its new departures, especially those which involve increased central direction from Whitehall, imply a number of assumptions about the values which should underpin the management of the education service, the ways in which power should be distributed within it and the mechanisms through which policy objectives can be best translated into actual changes in schools and colleges. This article explores how far the concept of managerialism contributes to our understanding of institutional responses to the new policy environment and draws some conclusions about possible future directions for research in education management.
Environmental Pressures, Management Imperatives, and Competing Paradigms in Educational Administration
Authors: Boyd William Lowe
Published: October 2003

Across much of the westernized world, environmental pressures have transformed the context of public education and educational administration. The changing world economy, declining confidence in the welfare state, and adverse social trends have generated strong pressures for change in education systems, and for nothing less than a paradigm shift in educational management. Together, these social forces have produced three interconnected imperatives for educational administrators: a productivity imperative, an accountability imperative, and a community imperative. Efforts to respond to these imperatives generate tensions between competing paradigms in educational management. This article discusses the environmental pressures, the resulting three imperatives, and the tensions flowing from these developments.
Reflections on the Field of Educational Management Studies
Authors: Fitz John
Published: October 2003

This article is concerned to explore educational management studies as an intellectual field. It draws on Bernstein and on Bourdieus theorization of fields to identify its specialized discourse, the fieldv positions and their objective relations and, the location of occupants in the field. The article suggests EMS is characterized by three categories of field occupants, the academic, the practitioner and the entrepreneur. It goes on to suggest that this configuration shapes the discursive features of the field. The nature of the discourse is further explored via a survey of recent articles in EMA.
Educational Leadership
Authors: Hart Ann Weaver
Published: October 2003

Changes in educational leadership and administration over the past decade and a half represent a shift from traditional, social science-based approaches to more cognitively based views of the field. In addition, a heightened interest in the connections between the way educational leaders think and their actions has led to expanded emphasis on practice-based knowledge and in-service preparation programs for school leaders. In North America, where pre-service, formal training dominated, practice-based education, internships, and authentic evaluation received more emphasis. In the UK, where in-service professional development dominated, formal cognate learning is being enhanced. These developments suggest a broadening of approaches to educational leadership education stretching across the professional life of the practitioner.
The Role of the Media in the Reform of School Management
Authors: Doe Bob
Published: October 2003

The part that newspapers and broadcasting have played in creating the more competitive environment in which schools were expected to operate as a result of the Education reform Act is analysed. It is argued that the media were expected to play an active role in increasing parental expectations and in disseminating and developing consumer information in the form of performance tables, school rankings and inspection reports. Though issues of public interest were undoubtedly involved, some of the commercial reasons which encouraged newspapers to comply are described. One result has been media attention on education at unprecedented levels for a decade and some of the repercussions of this are discussed.
The Changing Role of the Primary School Head
Authors: Jones Norah
Published: October 2003

The role of the primary school headteacher has undergone significant changes since the Education Reform Act (1988). This article explores the headteachers’ perceptions of change from anumber of perspectives; change as a result of their career paths; change due to imposed legislation and changes in their relationships with key stakeholders. Many of the changes are contradictory and generate paradoxes. Nevertheless what is unequivocal is that there is now a much greater emphasis on the formal dimensions of management. The heads manage but are more than managers, their management performance is guided by an underpinnning of educational knowledge and educational practice.
Civil Liability of Schools, Teachers and Pupils for Careless Behaviour
Authors: Wenham David
Published: October 2003

This paper identifies the elements that the courts consider when deciding whether a school or teacher has been negligent.It then reviews the significant case law which establishes the liability of schools and teachers for harm sustained by pupils in their care and for the personal liability of children for careless acts that leads to personal harm. In the tort of negligence a school through its teachers is expected to adopt the standards which would be expected of a reasonable caring parent.This precludes exemplary behaviour and, depending on the circumstances,constant supervision. The recent case of Mullin V. Richards [1998] has established that to prove if a child is negligent, the objective standard by which his or her behaviour should be judged is that of an ordinary prudent and reasonable child of that age rather than that of a reasonable adult. Senior school managers can reduce the likelihood of accidents and successful negligence claims by assessing the significant risk in the school, recording the assessments and introducing measures to reduce risk.