Local Authorities as Actors in the Emerging "School-Led" System in England

Autor/inn/en	Crawford, Megan; Maxwell, Bronwen; Coldron, John; Simkins, Tim
Titel	Local Authorities as Actors in the Emerging "School-Led" System in England
Quelle	In: Educational Review, 74 (2022) 4, S.788-804 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crawford, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2020.1739625
Schlagwörter	School Districts; Educational Administration; Foreign Countries; Educational Policy; Institutional Autonomy; Administrative Organization; Administrator Attitudes; Elementary Secondary Education; School District Autonomy; Educational Change; Educational Improvement; Longitudinal Studies; Leadership Role; United Kingdom (England) + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Bildungsverwaltung; Schuladministration; Schulverwaltung; Ausland; Politics of education; Bildungspolitik; Institutionelle Autonomie; School districts; Autonomy; School autonomy; Schulautonomie; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Most research to date about the English government's policy to make schools independent of local authorities (LAs) has looked at the "macro" level of national policy and at the "micro" level of the institution. The study of which this article is a part explores changes at the "meso" level of the locality. Over a period of six years, 52 semi-structured interviews were carried out with key actors at school, LA and local system levels in three areas. Participants were chosen purposively because of their key positions in the local schooling systems. The article focuses on the role of the LA as an actor in the "school-led" system and explores how LAs are repositioning their role and enacting influence in new ways. The article also discusses how changes in local arenas over time have been affected by the different responses to academisation of primary and secondary schools. The article uses an adaptive theory methodology to bring together theorising set out in earlier articles and theory generated by others, with theory generated from this new analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01