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1.
Saneeya Qureshi 《Support for Learning》2014,29(3):217-229
This article is based on two key findings of doctoral research into the impact that Special Educational Needs Coordinators (SENCos) in England have on teachers' skills when addressing the needs of children with SEN in mainstream primary schools. I use data from questionnaires and interviews with SENCos, teachers and headteachers to argue that key indicators for successful teaching of children with SEN include SENCos skilling teachers in their roles as ‘agents of change’ in relation to SENCos' views of their teaching colleagues, as well as the evolving nature of their own professional identity. 相似文献
2.
Raising the achievement of African heritage pupils: a case study of good practice in British schools
The aim of this paper is to investigate how pupils from black African backgrounds are helped to achieve high standards in schools and to identify the factors that contribute to the success of raising achievement. Two complementary methodological approaches were adopted, each contributing a particular set of data to the study. First, General Certificate of Secondary Education (GCSE) empirical investigation was undertaken to draw lessons from the last seven years by examining in detail the attainment of black African pupils in the authority. This was followed by detailed case‐study research to illuminate how the complex interactions of context, organization, policy and practice helps generate effective practice in raising the attainment of black African pupils. Five case‐study schools were selected. A structured questionnaire was used to interview headteachers, staff, governors, parents and pupils to gather evidence of African heritage pupil achievement. The main findings of the research show that in all schools black African pupils are performing above national average, and in the case‐study schools 79% of black African pupils achieved five+ A*–C GCSEs compared to 48% nationally and 57% in the authority schools. The study has also identified a number of good practices in successful schools. Among the key features that contribute to the success of raising the achievement in the case‐study schools are: African parents value education very highly and respect the authority of schools; strong leadership; effective use of performance data for school self‐evaluation; diversity in the workforce; a highly inclusive curriculum that meets the needs of African heritage pupils; a strong link with the community; well coordinated support and guidance; good parental support and high expectation of their children; and teachers’ high expectation of African heritage pupils and a strong commitment to equal opportunities. The final section gives policy implications for school improvement. 相似文献
3.
The performance management scheme that has been operating in English schools since 2000 gives considerable responsibilities to the school's governing body. These include responsibility for appraisal of the headteacher's overall performance as a school leader and manager. Governing bodies are assisted in this task by government appointed external advisers. Drawing on research, this article outlines the role of the external adviser in headteacher appraisal and what we know about how it is working in practice. Some of the key issues are explored and questions raised for further research. External advisers were very clear that their primary role was as advisers and supporters to the governors, but they also put considerable emphasis on the support that they provided for headteachers. They understood, however, that the ultimate responsibility for the performance management of the head lay with the governing body. They also saw themselves as counsellors, facilitators, mentors, honest brokers, coaches and governor trainers. The key to their role was the fact that they were outsiders, with no axe to grind and with no connection to either the LEA or to the national inspection agency (OfSTED). 相似文献
4.
Marianne Coleman 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):13-27
This paper reports on data relating to management and leadership derived from a survey of all the female headteachers in England and Wales. The quantitative data presented here are complementary to previous research on gender in education which has tended to be qualitative. The use of the Gray paradigms in the research instrument has allowed an empirical redefinition of the 'feminine' style of management, but the research confirms that the majority of the female heads use a collaborative and 'people-oriented' style of management. In addition, the key values promoted by the headteachers are related to achievement and respect for all.The headteachers generally make themselves available to staff and spend a considerable proportion of their time in school outside their office. They tend to encourage staff development, often through individual consultation, but only a minority make special provision for the development of female teachers. Male resentment of female leadershipwas found to be relatively prevalent and the majority of the women felt they had to 'prove their worth' as a woman manager. Despite the difficulties encountered, once the women had achieved headship, they were aware that there were advantages in being a woman headteacher. They reported the ability to defuse 'macho' behaviour, the benefits of being unusual and therefore singled out and the fact that girls, mothers and female teachers found them approachable. The relative disproportion of female secondary headteachers raises issues of equity. However, in view of the effective management style of the majority, the question is also raised of the potential loss of leadership to our schools. 相似文献
5.
Julia Steward 《School Leadership & Management》2014,34(1):52-68
Driven by the country's need to compete in a global economy, the UK government is imposing rapid and relentless educational change on schools. School leaders face the challenge of managing the impact of externally driven change and supporting others' resilience while frequently paying scant attention to their own. Six semi-structured interviews with headteachers and a review of the literature provide an insight into complex relationships which underpin school leaders' emotional resilience. A model is proposed which suggests where attention should be focused to strengthen resilience. Recommendations are made affecting headteachers, school governors, authors of leadership development materials and government policy-makers. 相似文献
6.
《British Educational Research Journal》2005,31(4):481-508
The aim of this research article is to investigate how pupils from Black Caribbean backgrounds are helped to achieve high standards in British schools and to identify a number of significant common themes for success in raising the achievement. It draws evidence of good practice from 13 case study schools in the local education authority (LEA). The main findings of the research carried out show that Key Stage 2 (KS2) and General Certificate of Secondary Education (GCSE) results have improved significantly in the case study schools in the last seven years and all schools are performing above national average with Black Caribbean pupils. The study has also identified a number of good practices in successful schools. Among the key features that contribute to the success in the case study schools for raising the achievement of Black Caribbean are: strong leadership with emphasis on raising expectations for all pupils and teachers; the use of performance data for school self‐evaluation and tracking pupils' performance; a commitment to creating a mesmerising curriculum where teachers use their creative intuition to deepen the quality of pupils' learning; a highly inclusive curriculum that meets the needs of Black Caribbean pupils; a strong link with the community and a clear commitment to parents' involvement; good and well coordinated support to Black Caribbean pupils through extensive use of learning mentors and role models; an inclusive curriculum and a strong commitment to equal opportunities with a clear stand on racism. This article discusses in detail these good practices and pattern of KS2 and GCSE performance by ethnicity to illustrate difference in attainment. Overall, the finding of this case study LEA confirms that in good schools Black Caribbean pupils do well and buck the national trend against all odds. The reasons for this success story are all to do with education provided in the LEA and schools. The implications of the research for all concerned with school improvement receive much attention. 相似文献
7.
Win Findlay Headteacher 《School Leadership & Management》2013,33(2):127-130
Abstract This paper aims to contribute to the ongoing debate on how best the appraisal of headteachers can be effected. It presents an analysis of the findings of a study which compared self‐appraisals of their managerial peformance by a sample of primary headteachers (n=36), with appraisals of these headteachers by their teaching staff. Respondents completed the 100‐item Management Performance Profile (MPP) Questionnaire and the resulting profiles of the headteachers'performance in 10 managerial categories, were compared. In addition, data were generated on headteachers' perceptions of their personal and professional identity, using a semi‐structured interview schedule. The findings are that there is a high level of concordance between perceptions by headteachers and teachers of the managerial priorities of the primary headteacher. However, two groups of schools are identified, in which there are significant differences between evaluations of the headteachers' managerial performance. Interview data is used to illuminate the analysis and discussion of these differences. The conclusion is that staff participation in headteacher performance review has much to offer and that the MPP questionnaire is a tool of value in this respect. 相似文献
8.
《British Journal of Educational Studies》2012,60(3):331-349
ABSTRACT This is a comparative study, drawing on data obtained from interviews conducted with headteachers, that compares the roles of Swedish and British headteachers as pedagogical leaders. For its analytical framework the study uses the qualitative research approach known as phenomenography and, in the context of the guiding legal documents related to education, examines the study's findings as frame factors and as tight and loosely coupled systems. Based on interviews with the study's subjects (five Swedish and five English headteachers), discernible differences were noted between Swedish and English headteachers in their roles as pedagogical leaders. Both groups are responsible for the administration and management of the school but, compared to the Swedish headteachers, their English counterparts have greater personal responsibility for the school's overall performance and are more focused on providing leadership in teaching and learning. In contrast, the Swedish headteachers had a greater separation of the two roles, with the headteacher taking responsibility for administration and leaving responsibility for teaching and learning to the teachers. 相似文献
9.
ABSTRACTOne remarkable feature of the contemporary school landscape in England is the number of schools that have chosen the co-operative framework to shape their work and relationships. When a group of schools decides to become a co-operative trust, leadership challenges arise both in the process of establishing an inclusive collaborative cluster and in living out co-operative values. To add to the limited literature on co-operative school leadership, a study in a school cluster trust explored headteachers’, governors’ and teachers’ perspectives and beliefs through interviews, group discussions and questionnaires. These data sources revealed some of the motivations for, benefits of, and strategies to support inter-school collaboration guided by the co-operative values of democracy, solidarity, equality, equity, self-help and self-responsibility. Importantly, a range of perspectives on the extent to which leadership was viewed as, and appeared to be, an inclusive practice undertaken by all members of the cluster was identified. A particular contribution of this work is that it exemplifies resonances between the values and principles of the co-operative movement and those of the Leadership for Learning framework. Since these two models are being increasingly adopted and integrated into a variety of educational settings, the research findings may inform leadership practice more widely. 相似文献
10.
John Baker 《British Journal of Special Education》2009,36(4):191-197
This article is based on empirical research undertaken by John Baker, headteacher of the largest day special school for pupils with a range of learning difficulties in Essex, as part of his EdD studies at the Institute of Education, University of London. Its focus is on the perceived challenges and opportunities which headteachers of special schools for pupils with learning difficulties and disabilities (LDD) are facing and on the strategies they are using to manage these challenges and opportunities. A group of nine head teachers from one local authority in the southern half of England formed the sample for this study. The methodology employed postal/email questionnaires with follow‐up semi‐structured interviews with a subgroup of four headteachers. The main challenges identified by the special school headteachers were constant change, relentless school improvement, funding concerns, bureaucracy and maintaining a balance between work and private life. Perceived opportunities included partnership links with other schools and outreach services to mainstream schools; other initiatives such as specialist school status and Building Schools for the Future were also identified. John Baker suggests strategies to help headteachers meet these challenges and ensure that opportunities become realities. 相似文献
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12.
With much of the literature on school self-evaluation (SSE) stressing the importance of data use, this article explores how teachers in Irish post-primary schools are coming to terms with this new challenge. Since 2012, all schools in Ireland are required to engage in SSE for the purpose of improving student outcomes. For the first time, teachers and school leaders are being asked to systematically gather and analyse various types of data, devise improvement plans and implement improvements. Despite such demands, the compulsory education system in Ireland operates within a low-stakes accountability environment, with an absence of published school league tables and no consequences for poor school performance. It is also interesting to explore the introduction of a school improvement process that requires data as evidence for self-evaluation, but where very little data currently exists compared to other jurisdictions and where the discourse of data use in schools is relatively new.This article outlines the experience of 13 post-primary schools that were supported by the DCU Centre for Evaluation, Quality and Inspection to complete an SSE process, during which, each school gathered and analysed a range of data. This study is part of a larger action research project which explores various aspects of the implementation of SSE in schools, including models of support and continuing professional development for schools. This article looks specifically at the use of data by the schools involved. The key research questions ask: what data was gathered by the schools and what was the attitude to and experience of data-use among teachers? In doing so, this article explores some of the current research questions in relation to data use in schools. Overall, the findings indicate that schools gathered a range of data, which was mainly quantitative due to a focus on quantitative target setting. Despite a generally positive attitude to the usefulness of data and the skills learned, participants did not appear convinced that they would be involved in data use on an ongoing basis. 相似文献
13.
This paper presents findings from an exploratory survey of teachers' perceptions, understanding, and use of pupil performance data in English secondary schools and examines the extent to which these are associated with school-level performance and a range of factors, including teachers' positions of responsibility. The survey was supplemented by a series of in-depth interviews. Use and availability of pupil performance data was found to be widespread, but classroom teachers reported significantly lower levels of use and understanding. The research also reveals a data-use hierarchy in schools, with many indicating that some data are accessible only to school leaders or provided pre-interpreted. Most teachers make regular use of their own sources of pupil data, which is seen as at least as useful as “official” data, which poses challenges for policymakers in raising levels of use and creating a “mixed economy” of sources. 相似文献
14.
This article reports the findings from interviews with ten primary headteachers on the roles, responsibilities and relationships of the heads and their deputies, particularly in the light of the 1998 Green Paper 'teachers meeting the challenge of change'. These heads were selected because their schools had figured well in the 'Performance Tables 1999: Key Stage 2 Test Results' and so should exemplify good practice. The findings suggest the following key characteristics for an ideal partnership between a head and a deputy: shared values and vision; close personal and professional relationships; clarity about boundaries; provision of non-contact time. Moreover, the article proposes a distinctive role for the deputy in an era of performativity: the 'leading professional' within the school. 相似文献
15.
Dr. Claudia Pöhlmann Hans Anand Pant Jenny Frenzel Alexander Roppelt Olaf Köller 《Zeitschrift für Erziehungswissenschaft》2014,17(1):113-133
The introduction of educational standards in Germany forced teachers to change their perspective in order to achieve competence-oriented teaching. The initial representative surveys throughout Germany indicated that a short time after the introduction of the educational standards, teachers in various school forms were still very slow to implement the idea of competence-oriented teaching in their everyday school life. This article presents the effects of a newly developed intervention programme in which mathematics teachers familiarised themselves with educational standards for the first time. The teacher data and the performance data of the pupils of the schools participating in the project are compared in a longitudinal study with the data of schools which were not included in the intervention programme. The results indicate that after the intervention programme has run for one year, mathematics teachers in the project schools are more competence-oriented in their teaching and reflect more intensively on the concept of the educational standards than mathematics teachers in the comparison schools. 相似文献
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17.
When the National Literacy Strategy was introduced into English primary schools it aimed, among other things, to raise standards of reading and, in so doing, to improve children's ability to use textual sources to enhance their wider learning and enjoyment. We propose that success in achieving these is likely to be affected by the way in which school resources are allocated between staffing and learning resources, in particular books and other text-based media. Consequently, this article investigates school policies towards book provision. Using evidence from inspections of 6150 primary schools, questionnaire returns from head teachers in 540 primary schools and individual interviews with primary teachers, we argue that book provision is a significant factor in the success of a literacy strategy. The findings also indicate, more widely, that appropriate decisions on the allocation of school resources are an important component of curriculum policy. 相似文献
18.
Steve Hurd 《British Educational Research Journal》2008,34(1):19-36
This article investigates the effects of trainee teachers on secondary school student outcomes. The additional resources which schools receive from being involved in teacher training offer them an opportunity to raise standards, but this has to be set against the possible losses due to school students being taught by inexperienced beginning teachers and the diversion of mentors' efforts away from the classroom. Inspection evidence is used to assess whether trainee teachers affect school students' test and examination results. The findings of this research are that the number of trainees has no significant effect on school results at A‐level or General Certificate of Secondary Education (GCSE), or on the overall value added between Key Stage 3 and GCSE level. However, at Key Stage 3 level at age 14, while there appears to be a very small depressing effect on achievement in schools with low numbers of trainees, there is a significant positive effect on achievement in schools with larger numbers of trainees. 相似文献
19.
Peter Earley 《School Leadership & Management》2013,33(3):387-397
ABSTRACT Drawing on data derived from on-going research projects investigating the privatised inspection process recently introduced for all schools in England and Wales, the paper considers the role of school governing bodies. Reference is made to the part governors can play in school improvement, particularly in those schools deemed by the inspectors to be in need of 'special measures'. It draws upon the experiences of a small sample of such schools and their governing bodies to suggest ways in which governors are able to play an important role in increasing their school's effectiveness and contribute to its continual improvement. 相似文献
20.
While policy makers and school effectiveness researchers often insist that schools can make a substantial difference to student achievement, it is less clear whether school staff themselves really believe this. This paper draws on qualitative research in New Zealand schools where teachers, principals (heads) and trustees (governors) were asked how accountable they felt school staff could actually be for student outcomes. In contrast to official discourses about the responsibilities of teachers, the often complex responses of those interviewed illustrated relatively modest expectations of the ability of schools to affect student outcomes. The findings suggest that school staff have yet to take to heart the school effectiveness research catchcry that ‘schools can make a difference’ but that they also struggle to avoid a deficit approach without a stronger sociological understanding of the reasons for student failure. 相似文献