Harris argues that leadership is indirectly linked to learning by influencing the context in which teachers operate. The argument concedes that, if we accept distributed leadership ‘can positively impact on these organisational conditions’ (p44) then we need to examine the evidence about the direct relationship between distributed leadership and learning outcomes. Harris sees this as
(Read on…)
Harris is calling for further ‘fine-grained’ research into the positive influence of distributed leadership as a model for sustained school improvement. The author joins many educational theorists in claiming standardisation of practice is an inadequate means to improve performance in response to accountability driven by league tables and fails to produce sustained improvement in schools
(Read on…)
This article aims to analyse the content of Bottery’s attempt to assess the impact of standardisation on the educational system, question the assumptions made by challenging the evidence presented and conclude that there are important lessons to be learnt from his hypothesis of the dilution of professional trust in schools.
Critical Review: Hargreaves, D. (1999) ‘The Knowledge-creating school’ This review aims to analyse the article, evaluate and compare its claims and assumptions and critique it’s conclusions by asking who or what exactly is driving school agendas? Is it the technological revolution or the welfare of the child?
Writing a piece for my MA – a critique of Pat Collarbone’s (NCSL) keynote at a recent conference – I thought about teamwork. School leadership is about teams. Collarbone failed to inspire me to lead. Football managers inspire me to do better. Following football as I do, I am compelled by the plight of top-flight
(Read on…)
