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Turning heads: The impact of political reform on the professional role,identity and recruitment of head teachers in Wales 
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下载免费PDF全文 Mark Connolly Emmajane Milton Andrew James Davies Rhian Barrance 《British Educational Research Journal》2018,44(4):608-625
This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post‐2011 has restricted HTs’ professional agency and re‐orientated the head teacher role towards organisational professionalism. Drawing on semi‐structured interviews (n=30) with both head and deputy head teachers, the article argues that issues with the recruitment and retention of HTs in Wales can, in part, be explained by the promotion of managerial and technicist approaches to professional practice. This role reconfiguration is the result of myriad and, at times, overlapping accountability mechanisms. The article illustrates how these changes to HT professional roles and identity are more intense within a small education system where HTs had, traditionally, enjoyed an elite professional status. To ameliorate these issues, the article proposes policy initiatives which the Welsh Government could introduce to foster the agency of HTs within a revised professional framework for educational leadership in Wales. 相似文献
2.
Cathryn Knight Zoe Clegg Carmel Conn Matt Hutt Tom Crick 《British Journal of Special Education》2022,49(1):6-23
Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the ‘ideal’ of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised. 相似文献
3.
Jane Brazier B.A. Dip. Social Work Alison A. Davis RGN RMN RCHN DCHN MCN Jan Shier B.A. Applied Science 《Child abuse & neglect》1982,6(4):389-394
In New South Wales, Australia, the Department of Youth and Community Services is empowered by statute to deal with cases of child abuse and neglect. Its child protection services include the Montrose Child Life Protection Unit which is designed to support and complement the work of both the Intake Service, Field Service and most importantly the work of child protective facilities in the community. The service has intake crisis counselling and call out resources; maintains a central register; provides a facility for crisis residential care for children and families, diagnostic assessment, and a day programme. The emphasis in service delivery in New South Wales in the area of child protection is on multidisciplinary intervention. The Department of Youth and Community Services is involved in promoting interagency cooperation and co-ordination. Over and above a philosophy that underlies service delivery is the Montrose Unit's involvement in sensitising the community to the difficult and often demanding role of parenting. Montrose represents an attempt to create an environment where parenting myths can be examined from a reality base and strategies implemented for reeducation. 相似文献
4.
英国学科领导人以管理者、领导者、专业人员以及协调者等角色在学科领导、教学、教师专业发展和利用资源等方面担负着重要职责.为了更好地开展工作,他们需要具备知识、能力和态度等方面的素质.英国《国家学科领导人标准》以及英国学科领导人的发展现状对我国教研组长的发展与研究有所借鉴. 相似文献
5.
The 1988 Education Reform Act legislated for a statutory curriculum in state-funded schools in England and Wales. This study explores how, out of a common curriculum framework for both countries, there emerged a school curriculum that was adapted to the distinctiveness of the linguistic and cultural context in Wales. The roles of those most closely involved in policy development in Wales are examined as is the relationship between the 'national' and 'territorial' arenas of policy-making in the months leading up to publication of the Education Reform Bill in November 1987. It is argued that a pragmatic approach to policy development in Wales during that period laid the foundations both for a reworking of the 1988 curriculum framework during the 1990s and for potentially more radical change following the 2002 Education Act. 相似文献
6.
The article traces the Welsh origins of “translanguaging” from the 1980s to the recent global use, analysing the development and extension of the term. It suggests that the growing popularity of the term relates to a change in the way bilingualism and multilingualism have ideologically developed not only among academics but also amid changing politics and public understandings about bilingualism. The original pedagogic advantages of a planned use of translanguaging in pedagogy and dual literacy are joined by an extended conceptualisation that perceives translanguaging as a spontaneous, everyday way of making meaning, shaping experiences, and communication by bilinguals. A new conceptualisation of translanguaging is in brain activity where learning is through 2 languages. A tripartite distinction is suggested between classroom translanguaging, universal translanguaging, and neurolinguistic translanguaging. The article concludes with a summary of recent research into translanguaging with suggestions for future research. 相似文献
7.
The article examines the genesis of school inspection in South East Wales during the period 1839–1843 through the writing of Hugh Seymour Tremenheere, one of the first school inspectors. It discusses the formation of the new inspectorate and provides a narrative analysis of educational provision and social, cultural and economic conditions prevailing at the time. It then critically assesses Tremenheere's 1839 Report paying particular attention to the question of bias and the evident lack of impartiality. The final section is concerned with the concepts of accountability and inspection as a means of social control and the extent to which education can control working class patterns of thought, sentiment and behaviour. 相似文献
8.
农村中小学布局调整一直以来都是我国促进农村义务教育改革发展的一项重要工作,新时期为实现义务教育均衡发展的目标,各地政府还需进一步完善和推进学校布局调整。威尔士政府在农村小规模学校面临一系列发展困境的现实下,遵循科学民主的原则,积极进行学校布局调整规划,提出了创新性的学校布局调整方式:联盟学校和区域学校,有效提升了学校教育质量。威尔士这种创新性的学校布局调整方式可以给我国新一轮农村中小学布局调整以有益的启示。 相似文献
9.
Gareth Elwyn Jones 《Curriculum Journal》2013,24(4):331-344
This article will focus on an event in the educational history of Wales in the 1980s which still impacts both on school practice and on thinking about concepts of Welsh identity. That event was the creation of the History Committee for Wales which was charged with devising a history curriculum for Welsh schools in the wake of the 1988 Education Act. The story will be told largely by using evidence gleaned in elite interviews with the ministers, senior inspectors and civil servants most closely associated with the decision to support or accept the creation of this committee. The significance of the decision will be assessed by charting the progress of curriculum devolution in Wales from the beginnings of state education and the implications of this for ideas of Welshness. This background will be briefly sketched, as will the background to the 1988 Education Act on a wider canvas. General reaction to that act in the Welsh Office will be discussed before the detailed implications for the subject of history will be explored in detail. It will then be argued that wider discussions as to how schools should approach and reflect the history and culture of nations not only shed important light on devolutionary processes which were gathering pace at the time but also reflect the nature of Welshness as perceived by senior figures in the world of education policy-making. 相似文献
10.
Diana Dixon 《Media History》2013,19(1):79-89
Television history channels and programming have seen considerable growth in recent years, yet empirical research on television history audiences remains limited. This essay argues that media history scholars need better to understand what happens when audiences consume television history, examining the critical debates concerning the genre's specific modalities of rendering the past on screen before exploring what opportunities and problems it affords viewers. The essay draws on original qualitative, empirical research on audiences of historical reality television through a specific, small-scale case study of BBC Wales' Coal House at War (Indus 2008). It argues for the need to retain a dual focus upon such programming's historical content and its televisuality if we are to appreciate the intricacies of viewers' cultural consumption. The essay concludes by demonstrating that audiences' own oral and written responses to television history reveal something of how people, situated in their specific times and places, understand both their past and their present. 相似文献