Emerging Schooling Landscapes in England: How Primary System Leaders Are Responding to New School Groupings

Autor/inn/en	Simkins, Tim; Coldron, John; Crawford, Megan; Maxwell, Bronwen
Titel	Emerging Schooling Landscapes in England: How Primary System Leaders Are Responding to New School Groupings
Quelle	In: Educational Management Administration & Leadership, 47 (2019) 3, S.331-348 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143217751079
Schlagwörter	Foreign Countries; Elementary Schools; Administrators; Leadership Responsibility; Governance; Power Structure; School Districts; Educational Administration; Educational Policy; Secondary Schools; Administrator Attitudes; Educational Change; Commercialization; Institutional Autonomy; Centralization; School Restructuring; School Community Relationship; Institutional Cooperation; Local Government; School Effectiveness; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Grundschule; Volksschule; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; School district; Schulbezirk; Bildungsverwaltung; Schuladministration; Schulverwaltung; Politics of education; Sekundarschule; Bildungsreform; Institutionelle Autonomie; Centralisation; Zentralisierung; Schulreformplan; Schulumwandlung; Institute; Co-operation; Cooperation; Institut; Kooperation; Gemeindeverwaltung; Schuleffizienz
Abstract	In England the balance of responsibilities between national and local government for the governance of education is changing. Relationships between schools are shifting and new structures, groups and alliances are being created in response to national policy. The article is part of a project to understand how the new local education landscapes are emerging. Primary schools are relatively reluctant to embrace key aspects of national policy. We analysed interviews with primary system leaders in three contrasting local authorities to find out how they were responding, and why, and the nature of the groups they wanted to join, create or cooperate with. We identify concerns, interests and motivations that conflict with key aspects of national policy. In the process, we supplement earlier contributions as to how school groupings might usefully be categorised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01