Introduction−justifying a cross-cultural comparative approach to school leadership and management     

Clive Dimmock  Allan Walker 《School Leadership & Management》2013,33(2):137-141

England's Education Action Zones are a flagship New Labour policy geared towards raising standards and reducing social exclusion in areas of educational under-performance. This introduction outlines key features of the policy, considers its broader significance in relation to new models of educational governance and pulls out some of the key issues that arise from the contributions to this special feature.  相似文献   

The Management of Dilemmas in School Restructuring: A case analysis     

Clive Dimmock 《School Leadership & Management》2013,33(1):97-113

While there is growing interest in studying principals' perceptions of their work lives in terms of dilemmas, relatively few studies have gone beyond this to investigate how leaders manage and cope with such 'intractable' situations and the consequential effects and outcomes. Accordingly, this article provides an in-depth qualitative case study of the dilemmas faced by a principal who is involved in the restructuring of his school. It then analyses the ways in which he manages and copes with these intractable situations, and the effects and outcomes that result. The article begins by outlining a framework used in the analysis. It addresses some considerations of method, before describing relevant school and system contexts. Finally, the in-depth case study is presented using the structure associated with the framework described earlier. Among the key findings are that dilemmas present opportunities as well as challenges for visionary, proactive and creative school leaders.  相似文献   

Diversified professionalism of physical education teachers in the Asian context of Hong Kong     

Raymond Kim Wai Sum  Clive Dimmock 《Teachers and Teaching》2013,19(4):453-469

This study investigates the socialization and professional experiences of primary school physical education teachers (PSPETs) in the Asian context of Hong Kong. A qualitative research design is adopted. The researcher used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Eleven PSPETs participated in this study. Data were analysed through open axial and selective coding. The concepts of organizational sensitivity, sources of satisfaction, dealing with influential persons or critical incidents, status of the profession, educational reform as a trend, and versatile roles are revealed in the theory of ‘Diversified Professionalism’. The substantive theory thus contributes to an increased appreciation of the PSPETs’ work and to the literature on physical education teachers’ professionalization and professionalism.  相似文献   

Characterizing eParticipation     

Clive  Jeremy   《International Journal of Information Management》2007,27(6):406-421

eParticipation is an emerging research area which, like most emerging areas, lacks a clear literature base or research approach. This study maps out some of the academic theories and disciplines that the new area addresses, using conventional literature study techniques. We identify 99 articles that are considered to be highly relevant to eParticipation. We develop a definitional schema that suggests different ways of understanding an emerging research area, and use this schema to identify key academic articles that help to define eParticipation. We adapt Deetz's [(1996). Describing differences in approaches to organization science: Rethinking Burrell and Morgan and their legacy. Organization Science, 7(2), 191–207] taxonomy of discourses in organizational science to provide an overall categorization scheme for research in the area, and map the literature. The article thus contributes to a developing picture which will help future researchers both to understand and to navigate the research area.  相似文献   

Sir Christopher Cox: An Imperial Patrician of a Different Kind     

Clive Whitehead 《Journal of educational administration and history》1989,21(1):28-42

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Learning from Singapore: the power of paradoxes     

Clive Beck 《School Leadership & Management》2018,38(3):345-349

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Life can be patented in the US     

Cookson C 《New scientist (1971)》1979,82(1150):100-101

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New technology in learning: a decade's experience in a business school     

Martin Rich  Clive Holtham 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):677-679

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Primary pupils' and teachers' use of computers at home and school     

Colette Murphy  Jim Beggs 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(1):79-83

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Approaches to studying and perceptions of academic quality in distance education   总被引：1，自引：0，他引：1  

Clive J. Lawless  John T.E. Richardson 《Higher Education》2002,44(2):257-282

The Course ExperienceQuestionnaire (CEQ) and a short form of theApproaches to Studying Inventory (ASI) wereadapted for use in distance education and wereadministered to students taking six differentcourses with the Open University. Theconstituent structure of the CEQ was preservedin this distinctive context, and a second-orderfactor analysis confirmed its status as ameasure of perceived academic quality. Thestudents' scores on the individual scales ofthe CEQ and the ASI shared almost half of theirrespective variance. It is concluded thatapproaches to studying in distance educationare strongly associated with students'perceptions of the academic quality of theircourses.  相似文献