Emerging schooling landscapes in England: how primary system leaders are responding to new school groupings

SIMKINS, Timothy, COLDRON, John, CRAWFORD, Megan and MAXWELL, Bronwen (2018). Emerging schooling landscapes in England: how primary system leaders are responding to new school groupings. Educational Management Administration & Leadership.

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Link to published version:: https://doi.org/10.1177/1741143217751079
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    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 paper 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 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.

    Item Type: Article
    Uncontrolled Keywords: School groupings, primary headteachers, school reform, system leadership, self-improving system
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Identification Number: https://doi.org/10.1177/1741143217751079
    Depositing User: Bronwen Maxwell
    Date Deposited: 08 Feb 2018 09:23
    Last Modified: 18 Mar 2021 07:35
    URI: https://shura.shu.ac.uk/id/eprint/18592

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