School Improvement: A Study of the Roles of Leaders and External Consultants

Ainscow, Mel; Southworth, Geoff

doi:10.1080/0924345960070302

Cited by 29 publications

(10 citation statements)

References 2 publications

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“…Gray 1996;Hopkins 1996;Stoll 1996), and there now exists a body of research based on case studies from several countries focusing on the change process in schools (see e.g. Little 1982;Fullan & Newton 1988;Ouston et al 1991;Short et al 1994;Ainscow & Southworth 1996;Lofton et al 1998). However, while studies in the school improvement tradition mainly have used case studies focusing on the change process (see e.g.…”

Section: Introductionmentioning

confidence: 99%

The Principal's Role in Promoting School Development Activity in Norwegian Compulsory Schools

Midthassel¹,

Bru²,

Idse³

2000

School Leadership & Management

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The focus of this article is to explore the role of the principal in promoting school development activity (SDA) in Norwegian compulsory schools. The sample included 81 schools from 42 randomly selected municipalities. Results suggest that the principal can promote SDA among the teaching staff by playing an active role in creating an innovative culture at school. Moreover, results suggest that the principal may have a more important role in promoting SDA in secondary than in primary schools. Finally, results indicate that support from local authorities was related to SDA involvement among secondary school principals, whereas it was unrelated to such involvement among primary school principals.

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Section: Introductionmentioning

confidence: 99%

The Principal's Role in Promoting School Development Activity in Norwegian Compulsory Schools

Midthassel¹,

Bru²,

Idse³

2000

School Leadership & Management

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“…Those who work with professionals outline their collaborations and how researchers can act as 'consultants' (e.g. Ainscow and Southworth 1996;Learmonth and Lowers 1998) or as 'critical friends' (e.g. MacBeath 1998).…”

Section: Functionalmentioning

confidence: 99%

“…Some accounts are by consultants and are about identity formation, positioning and seeking improvement (e.g. Ainscow and Southworth 1996;Collarbone 2005), and some are about consultants and are about describing activity as an important component of critical and socially critical research (e.g. Ball 2011;Cameron 2010aCameron , 2010b.…”

Section: Functionalmentioning

confidence: 99%

Consultants, consultancy and consultocracy in education policymaking in England

Gunter

Hall

Mills

2014

Journal of Education Policy

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The role and contribution of consultants and consultancy in public services has grown rapidly and the power of consultants suggests the emergence of a 'consultocracy'. We draw on research evidence from the social sciences and critical education policy (CEP) studies to present an examination of the state of the field. We deploy a framework that examines functional, critical and socially critical research and theorising, and we identify the emerging interest in CEP studies. In particular, we identify the potential for consultocracy but acknowledge that there is a need for more detailed research where we argue for more attention to be given to the political sciences in theorising knowledge exchange processes.

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“…A number of studies over the last two decades have made these explicit. For example, Winkley (1985), Miles et al (1988), Ross and Regan (1990), Ainscow andSouthworth (1996), andMacBeath et al (2000) have provided insights into the characteristics of people working effectively in a range of different roles that would be encompassed by the generic term 'critical friend'. Drawing on extant literature I have identified five interrelated aspects to describe the work, conduct and characteristics of a critical friend:…”

Section: Critical Friendsmentioning

confidence: 99%

No sleeping partners: relationships between head teachers and critical friends

Swaffield¹

2005

School Leadership & Management

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This article examines external support for school leaders, and focuses on the relationship between head teachers and other professionals who play the role of their 'critical friends'. Most existing research in this area concentrates upon the activity of the critical friend without reference to the role partner, thereby losing the dynamic in the relationship and the contribution of the head teacher to its effectiveness. A small-scale study of head teachers and their local authority advisers acting as critical friends provides the empirical basis for insights into the nature and challenges of the relationship and points the way to further research in this area of increasing policy significance in England.

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School Improvement: A Study of the Roles of Leaders and External Consultants

Cited by 29 publications

References 2 publications

The Principal's Role in Promoting School Development Activity in Norwegian Compulsory Schools

The Principal's Role in Promoting School Development Activity in Norwegian Compulsory Schools

Consultants, consultancy and consultocracy in education policymaking in England

No sleeping partners: relationships between head teachers and critical friends

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