Headteachers' Readings of and Responses to Disadvantaged Contexts: Evidence from English Primary Schools

Autor/inn/en	Lupton, Ruth; Thrupp, Martin
Titel	Headteachers' Readings of and Responses to Disadvantaged Contexts: Evidence from English Primary Schools
Quelle	In: British Educational Research Journal, 39 (2013) 4, S.769-788 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1080/01411926.2012.683771
Schlagwörter	Foreign Countries; Context Effect; Elementary Schools; Principals; Interviews; Disadvantaged Schools; Curriculum Development; Instruction; Parent School Relationship; Student School Relationship; Comparative Analysis; Mixed Methods Research; Special Needs Students; Parent Attitudes; Financial Support; Intervention; Parent Participation; Educational Policy; Disadvantaged Youth; Parents; Elementary School Students; Elementary School Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Grundschule; Volksschule; Principal; Schulleiter; Interviewing; Interviewtechnik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching process; Unterrichtsprozess; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schüler-Lehrer-Beziehung; Sonderpädagogischer Förderbedarf; Elternverhalten; Finanzielle Förderung; Elternmitwirkung; Politics of education; Bildungspolitik; Benachteiligter Jugendlicher; Eltern; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are thus of increasing interest. This paper draws on interviews with eight headteachers of less advantaged English primary schools to explore how they understand and articulate the contexts in which their schools operate and how this knowledge is translated into strategies for organising curriculum, pedagogy and other school processes. These headteachers observed context through the lens of the behaviour of parents and children in relation to school, contrasting it with an assumed middle-class normality. More critical perspectives on families' social and economic position or on the contribution of school practice to educational exclusion were largely absent. School responses were many and varied but, given the constraints of budgets, market and performative pressures, were unlikely to substantially transform the educational experiences and outcomes of disadvantaged students. We point to the continuing need for more contextualised funding mechanisms and policies to improve schools in disadvantaged areas and also, in the light of devolution to schools, to the need to develop mechanisms of support to headteachers to help them to develop critical understandings of context and to reflect on school process and practices in the light of these understandings. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10