Possibilities or Paradoxes? How Aspiring Turnaround Principals Conceptualise Turnaround and Their Place within It

Autor/in	Weiner, Jennie
Titel	Possibilities or Paradoxes? How Aspiring Turnaround Principals Conceptualise Turnaround and Their Place within It
Quelle	In: School Leadership & Management, 36 (2016) 5, S.471-492 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2016.1247037
Schlagwörter	School Turnaround; Instructional Leadership; Educational Policy; Educational Change; School Districts; Role; Principals; Administrator Role; Guidelines; Low Achievement; Leadership Training; Leadership Effectiveness; Interviews; Administrator Attitudes; Educational Improvement; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Politics of education; Bildungspolitik; Bildungsreform; School district; Schulbezirk; Rollen; Principal; Schulleiter; Richtlinien; Unterdurchschnittliche Leistung; Führungslehre; Führungseffizienz; Interviewing; Interviewtechnik; Teaching improvement; Unterrichtsentwicklung
Abstract	This study focuses on how a cohort of participants in a programme aimed at producing "turnaround leaders" came to understand this policy and their role within it. Using a theory of action framework, I find that, over time, participants' espoused theories of turnaround shifted in three key areas: (1) the cause of poor school performance, (2) the principal's approach to leading change, and (3) the district's role in turnaround. While these shifts created more complex views of organisational change, they also produced disillusionment and highlighted tensions in current conceptualisations of turnaround including their potential role in enacting it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01