Place-Based Governance and Leadership in Decentralised School Systems: Evidence from England

Autor/in	Greany, Toby
Titel	Place-Based Governance and Leadership in Decentralised School Systems: Evidence from England
Quelle	In: Journal of Education Policy, 37 (2022) 2, S.247-268 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Greany, Toby)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2020.1792554
Schlagwörter	Governance; Educational Policy; Educational Change; Foreign Countries; School Districts; Administrative Organization; Marketing; Commercialization; Case Studies; Equal Education; Place Based Education; Elementary Secondary Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Bildungsreform; Ausland; School district; Schulbezirk; Case study; Fallstudie; Case Study
Abstract	Relatively few studies have explored the ways in which 'middle tier' institutional arrangements in education, such as school districts and local authorities, are responding to New Public Management reforms characterized by centralization, decentralization, marketization and disintermediation. This paper analyses these issues, drawing on governance and path dependency theories, together with evidence from five locality case studies in England. It finds that the process and impact of 'middle tier' disintermediation is uneven and often fraught, with significant implications for place-based coherence, equity and legitimacy. It shows how national hierarchical mechanisms work in concert to require and/or incentivise change across local school systems, most obviously by reducing the remit and capacity of traditional Local Authorities. This process can open up new opportunities for emerging and existing actors to work together through network and community forms of governance to counteract the negative impact of fragmentation, a process dubbed 'middle out' change. However, responses and outcomes vary widely across the five localities and productive 'middle out' change is by no means a given, so the article analyses the processes at work and their impact across different contexts. It concludes by assessing implications for research, policy and practice in contemporary education systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01