The Restructuring of Schooling in England: The Responses of Well-Positioned Headteachers

Autor/inn/en	Coldron, John; Crawford, Megan; Jones, Steve; Simkins, Tim
Titel	The Restructuring of Schooling in England: The Responses of Well-Positioned Headteachers
Quelle	In: Educational Management Administration & Leadership, 42 (2014) 3, S.387-403 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143214521592
Schlagwörter	Foreign Countries; Principals; Public Policy; Educational Policy; Social Capital; School Community Relationship; Leadership Qualities; Academic Achievement; Reputation; Partnerships in Education; Values; Governance; Power Structure; School Restructuring; Elementary Secondary Education; Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Öffentliche Ordnung; Politics of education; Bildungspolitik; Sozialkapital; Führungseigenschaft; Schulleistung; Hochschulpartnerschaft; Wertbegriff; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Schulreformplan; Schulumwandlung; Interviewing; Interviewtechnik
Abstract	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--the locality. The article analyses interviews in three LAs with 15 headteachers whose schools were well positioned locally. We sought to understand how and why they responded to the changing policy environment. We applied Bourdieu's concepts of forms of capital to model the relationships between schools and to ground explanations of their responses as positioning themselves in the local field. The article develops this general approach by identifying the varieties of capital available and actually possessed. The most important was categorization as a result of the inspection process. Many of the headteachers felt impelled to lead their schools into various associations with other schools. Some individuals were becoming notably more powerful in their competition arenas. The power of these elite schools to further accumulate advantage and the withdrawal of the LA role as an arbiter of conflict between schools in the interests of the whole community are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10