Inclusive Educational Leadership to Establish a Co-Operative School Cluster Trust? Exploring Perspectives and Making Links with Leadership for Learning

Autor/inn/en	Swaffield, Sue; Major, Louis
Titel	Inclusive Educational Leadership to Establish a Co-Operative School Cluster Trust? Exploring Perspectives and Making Links with Leadership for Learning
Quelle	In: International Journal of Inclusive Education, 23 (2019) 11, S.1149-1163 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Swaffield, Sue) ORCID (Major, Louis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1629164
Schlagwörter	Inclusion; Instructional Leadership; Teacher Attitudes; Foreign Countries; Institutional Cooperation; Values; Administrator Attitudes; Educational Benefits; Educational Strategies; Equal Education; Democracy; Accountability; Elementary School Teachers; Secondary School Teachers; Educational Principles; United Kingdom (England) + Suchen Sie Ihr Suchwort? Inklusion; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerverhalten; Ausland; Institute; Co-operation; Cooperation; Institut; Kooperation; Wertbegriff; Bildungsertrag; Lehrstrategie; Demokratie; Verantwortung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsprinzip
Abstract	One remarkable feature of the contemporary school landscape in England is the number of schools that have chosen the co-operative framework to shape their work and relationships. When a group of schools decides to become a co-operative trust, leadership challenges arise both in the process of establishing an inclusive collaborative cluster and in living out co-operative values. To add to the limited literature on co-operative school leadership, a study in a school cluster trust explored headteachers', governors' and teachers' perspectives and beliefs through interviews, group discussions and questionnaires. These data sources revealed some of the motivations for, benefits of, and strategies to support inter-school collaboration guided by the co-operative values of democracy, solidarity, equality, equity, self-help and self-responsibility. Importantly, a range of perspectives on the extent to which leadership was viewed as, and appeared to be, an inclusive practice undertaken by all members of the cluster was identified. A particular contribution of this work is that it exemplifies resonances between the values and principles of the co-operative movement and those of the Leadership for Learning framework. Since these two models are being increasingly adopted and integrated into a variety of educational settings, the research findings may inform leadership practice more widely. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01