Academisation, School Collaboration and the Primary School Sector in England: A Story of Six School Leaders

Autor/in	Keddie, Amanda
Titel	Academisation, School Collaboration and the Primary School Sector in England: A Story of Six School Leaders
Quelle	In: School Leadership & Management, 36 (2016) 2, S.169-183 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2016.1196174
Schlagwörter	Foreign Countries; Institutional Cooperation; Institutional Autonomy; Interviews; Governance; Educational Change; Networks; Competition; Administrator Attitudes; Elementary Schools; Ownership; Anxiety; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Institute; Co-operation; Cooperation; Institut; Kooperation; Institutionelle Autonomie; Interviewing; Interviewtechnik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsreform; Wettkampf; Elementary school; Grundschule; Volksschule; Eigentum; Angst
Abstract	This paper presents data from a study of five English primary schools. It examines some of the challenges associated with school autonomy and collaboration for state primary schools amid the uncertainty and complexity of governance in the present English education context. The paper features the voices of six leaders gathered from interviews that explored their thoughts about the academies movement. It highlights their fears that academisation, and particularly the imperative to join a large academy chain, will undermine their autonomy as individual schools. Accepting of the inevitability of academisation and the forms of network governance this reform offers, it highlights the head teachers' moves to ensure their autonomy in terms of determining the timing and type of conversion. In relation to these moves, the paper reiterates the significance within effective collaboratives of member schools experiencing a sense of ownership, a common purpose, shared responsibility for students and their learning and relations of trust. The paper considers some of the tensions arising in this space in relation to competition, collaboration and school vulnerability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01