Implementing a Large-Scale Reform in Secondary Schools: The Role of the Consultant within England's Secondary National Strategy

Autor/in	Cameron, David Hagen
Titel	Implementing a Large-Scale Reform in Secondary Schools: The Role of the Consultant within England's Secondary National Strategy
Quelle	In: Journal of Education Policy, 25 (2010) 5, S.605-624 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Secondary Schools; Consultants; Educational Change; Foreign Countries; Staff Role; Interviews; Consultation Programs; Change Strategies; Politics of Education; Educational Sociology; Program Implementation; Case Studies; Board Administrator Relationship; Governance; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sekundarschule; Consultant; Berater; Bildungsreform; Ausland; Interviewing; Interviewtechnik; Fachberatung; Lösungsstrategie; Educational policy; Bildungspolitik; Bildungssoziologie; Erziehungssoziologie; Case study; Fallstudie; Case Study; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung
Abstract	This article examines the role of the consultants in secondary schools and local authorities within a large-scale consultancy-based reform, the Secondary National Strategy (SNS), in London, UK. The SNS follows a cascade model of implementation in which nationally created initiatives are introduced and supported within local authorities (LA) and schools through LA-based consultant teams. The article is drawn from a larger interpretive case study that follows the experiences of SNS consultants working within the reform from 2002 to 2006. The article uses semi-structured interviews to reveal the various and diverse experiences that occur in schools as a result of the introduction of consultants within LAs. The article argues that introducing an SNS consultancy structure to work within LAs and secondary schools created dynamic, complex and shifting effects across secondary schools. While consultants often attempted to create developmental or learning experiences that resonated with teachers' and departments' experiences, these activities may also have served to further the institutional control of teachers' workspaces. These effects are part of the complexities that exist within school change agendas. Exploring these contradictions helps in understanding school change within urban secondary schools. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10