1,542
Views
14
CrossRef citations to date
0
Altmetric
Articles

007 Spies, surveillance and pedagogical middle leadership: for the good of the empire of education

Pages 165-181 | Received 14 Dec 2018, Accepted 10 Feb 2019, Published online: 26 Feb 2019

References

  • Alexander, Robin. 2008. Essays on Pedagogy. Oxon. England: Routledge.
  • Ballantyne, Julie. 2007. “Documenting Praxis Shock in Early-Career Australian Music Teachers: the Inpact of pre-Service Teacher Education.” International Journal of Music Education 25 (3): 181–191. doi.org/10.1177/0255761407083573.
  • Biesta, G. 2015. “What is Education for? On Good Education, Teacher Judgment and Educational Professionalism.” European Journal of Education 50 (1): 75–87. doi: 10.1111/ejed.12109
  • Brooks, Jeff. 2017. “Everything we Know About Educational Leadership is Wrong: Rethinking Scholarship and Practice for a Fractured Field.” In Questioning Leadership: New Directions for Educational Organisations, edited by Gabriele Lakomski, Scott Eacott, and Colin Evers, 31–44. New York, NY: Routledge.
  • Bush, Tony. 2017. “Commentary: The Rise and Rise of Leadership.” In Questioning Leadership: New Directions for Educational Organisations, edited by Gabriele Lakomski, Scott Eacott, and Colin Evers, 58–70. New York, NY: Routledge.
  • Courtney, Steven J., and Helen M Gunter. 2015. “Get off my bus! School Leaders, Vision Work and the Elimination of Teachers.” International Journal of Leadership in Education 18 (4): 395–417. doi.org/10.1080/13603124.2014.992476.
  • Crowther, Frank, and Boyne, Ken. 2016. Energising Teaching: The Power of Your Unique Pedagogical Gift. Victoria: ACER.
  • Day, Christopher. 2011. “Building and Sustaining Successful Principalship in an English School.” In How School Principals Sustain Success Over Time: International Perspectives, edited by Lejf Moos, Olof Johansson, and Christopher Day, 91–108. Dordrecht: Springer.
  • Day, Christopher. 2017. Teacher’s Worlds and Work: Understanding Complexity, Building Quality. London: Routledge.
  • Day, C., and P. Armstrong. 2016. “England: School Leadership Research in England.” In A Decade of Research on School Principals: Cases From 24 Countries, edited by Helene Arlestig, Christopher Day, and Olof Johansson, 245–268. Cham: Springer.
  • Eacott, Scott. 2011. “Preparing ‘Educational’ Leaders in Managerialist Times: an Australian Story.” Journal of Educational Administration and History 43 (1): 43–59. doi.org/10.1080/00220620.2010.532865.
  • Eacott, S. 2013. “Rethinking ‘Leadership’ in Education: A Research Agenda.” Journal of Educational Administration and History 45: 113–125. doi:10.1080/00220620.2013.768971.
  • Eacott, S. 2017. “Beyond Leadership: Towards a ‘Relational’ way of Thinking.” In Questioning Leadership: New Directions for Educational Organisations, edited by Gabriele Lakomski, Scott Eacott, and Colin Evers, 17–30. New York, NY: Routledge.
  • Edwards-Groves, C. 2008. “The Praxis-Oriented Self: Continuing (Self-) Education.” In Enabling Praxis: Challenges for Education, edited by Stephen Kemmis, and Tracey Smith, 127–148. Rotterdam: Sense Publishers.
  • Edwards-Groves, Christine, Peter Grootenboer, and Karin Ronnerman. 2016. “Facilitating a Culture of Relational Trust in School-Based Action Research: Recognising the Role of Middle Leaders.” Educational Action Research 24 (3): 369–386. doi: 10.1080/09650792.2015.1131175
  • Edwards-Groves, C. E., P. Grootenboer, I. Hardy, and K. Rönnerman. 2018. “Driving Change From ‘The Middle’: Middle Leading for Site Based Educational Development.” School Leadership & Management. doi: 10.1080/13632434.2018.1525700.
  • Edwards-Groves, Christine, and Karin Ronnerman. 2013. “Generating Leading Practices Through Professional Learning.” Professional Development in Education 39 (1): 122–140. doi.org/10.1080/19415257.2012.724439.
  • English, F., and L. C. Ehrich. 2017. “Disambiguating Leadership: The Continuing Quest for the Philosopher’s Stone.” In Questioning Leadership: New Directions for Educational Organisations, edited by Gabrile Lakomski, Scott Eacott, and Colin Evers, 45–57. New York, NY: Routledge.
  • Fink, Dean. 2016. “Trust and Mistrust: Competing Models of Policy and Practice.” In Trust and Verify: The Real Keys to School Improvement. An International Examination of Trust and Distrust in Seven Countries, edited by Dean Fink, 1–11. IOE Press: UCL. Chapter 1.
  • Finnigan, Kara A. 2010. “Principal Leadership and Teacher Motivation Under High Stakes Accountability Policies.” Leadership and Policy in Schools 9: 161–189. doi.org/10.1080/15700760903216174.
  • Fullan, Michael. 1993. Change Forces: Probing the Depths of Educational Reform. London: Falmer Press.
  • Fullan, Michael. 2011. Change Leader. San Fransisco, CA: Jossey Bass.
  • Geillinger, N., S. Haefliger, G. von Krogh, and L. Rechsteiner. (2016). “What Makes a Social Practice? Being, Knowing, Doing and Leading.” European Management Journal 34 (4): 319–327. doi: 10.1016/j.emj.2016.04.006
  • Grice, C. 2018. “Leading Pedagogical Reform.” International Journal of Leadership in Education 21 (4): 1–16. doi.org/10.1080/13603124.2018.1463462.
  • Gore, J. 1992. “What can we do for you? What can ‘we’ do for ‘you?’ Struggling Over Empowerment in Critical and Feminist Pedagogy.” In Feminisms and Critical Pedagogy, edited by C. Luke, and J. Gore, 54–73. Great Britain: Taylor and Francis.
  • Gronn, Peter. 2010. “Leadership: its Genealogy, Configuration and Trajectory.” Journal of Educational Administration and History 42 (4): 405–435. doi.org/10.1080/00220620.2010.492959.
  • Grootenboer, P. 2018. The Practices of School Middle Leadership: Leading Professional Learning. Singapore: Springer Nature.
  • Grootenboer, Peter, Christine Edwards-Groves, and Sarojni Choy. 2017a. “Practice Theory an Education: Diversity and Contestation.” In Practice Theory Perspectives on Pedagogy and Education, edited by Peter Grootenboer, Christine Edwards-Groves, and Sarojni Choy, 1–21. Singapore: Springer.
  • Grootenboer, Peter, Christine Edwards-Groves, and Karin Ronnerman. 2015. “Leading Practice Development: Voices From the Middle.” Professional Development in Education 41 (3): 508–526. doi.org/10.1080/19415257.2014.924985.
  • Grootenboer, Peter, and Ian Hardy. 2017. “Contextualising, Orchestrating and Learning for Leading: The Praxis and Particularity of Educational Leadership Practices.” Educational Management Administration and Leadership 45 (3): 402–418. doi.org/10.1177/1741143215595418.
  • Grootenboer, P., K. Ronnerman, and C. Edwards-Groves. 2017b. “Leading From the Middle: a Praxis-Oriented Practice.” In Practice Theory Perspectives on Pedagogy and Education, edited by Peter Grootenboer, Christine Edwards-Groves, and Sarojni Choy, 243–263. Singapore: Springer.
  • Haigh, G. 2017. Trads vs Progs? Where do you stand? SecEd: Dedicated exclusively to UK secondary education. Accessed at http://www.sec-ed.co.uk/editorial-comment/trads-vs-progs-where-do-you-stand/
  • Hallinger, P. 2007 . Research on the prospect of instructional and transformational leadership. Retrospect and prospect. The Leadership challenge – improving learning in schools. Australian Council for Educational Research conference archive. http://research.acer.edu.au/research_conference_2007
  • Hargreaves, A. 1994. Changing Teachers Changing Times: Teachers’ Work and Culture in the Postmodern age. New York, NY: Teachers College Press.
  • Hargreaves, A. 2007. “Sustainable Professional Learning Communities.” In Professional Learning Communities: Divergence, Depth and Dilemmas, edited by Louse Stoll, and Karen Seashore Louis, 181–196. New York: Open University Press.
  • Hargreaves, A., and H. Braun. 2011. Leading for all: A research report for the development, design, implementation and impact of Ontario’s ‘Essential for some, Good for All”. Principal investigators: A. Hargreaves & H. Braun Ontario: OECD/Pearson.
  • Hargreaves, A., and D. Fink. 2006. Sustainable Leadership. San Francisco, CA: Jossey-Bass.
  • Hargreaves, A., and D. Shirley. 2018. . Leading from the Middle: Spreading learning, well-being and identity across Ontario. Council of Ontario Directors of Education Report. Ontario: Code Consortium.
  • Harris, A. 2009. Distributed Leadership: Evidence, Issues and Future Directions. Sydney: Australian Council for Educational Leaders. Monograph Series 44.
  • Harris, A. 2014. Distributed Leadership Matters: Perspectives, Practicalities and Potential. Thousand Oaks, CA: Corwin Sage.
  • Harris, Alma, and Michelle Jones. 2017. “Middle Leaders Matter: Reflections, Recognition, and Renaissance.” School Leadership and Management 37 (3): 213–216. doi.org/10.1080/13632434.2017.1323398.
  • Kaye, M. 1996. Myth-Makers and Story-Tellers: How to Unleash the Power of Myths, Stories and Metaphors to Understand the Past, Envisage the Future, and Create Lasting and Positive Cultural Change in Your Organization. Sydney: Business and Professional Publishing.
  • Kemmis, Stephen, Christine Edwards-Groves, Jane Wilkinson, and Ian Hardy. 2012. “Ecologies of Practice.” Practice, Learning and Change 8: 33–50. doi: 10.1007/978-94-007-4774-6_3
  • Kemmis, S., and T. J. Smith. 2008. “Conclusions and Challenges Enabling Praxis.” In Enabling Praxis: Challenges for Education, edited by Stephen Kemmis, and Tracey J. Smith, 263–286. Rotterdam: Sense.
  • Kemmis, Stephen, Jane Wilkinson, Christine Edwards-Groves, Ian Hardy, Peter Grootenboer, and Laurette Bristol. 2014. Changing Practices, Changing Education. Wagga Wagga: Springer.
  • Lakomski, Gabriele, and Colin Evers. 2017. “Challenging Leadership: the Issues.” In Questioning Leadership: New Directions for Educational Organisations, edited by Gabriele Lakomski, Scott Eacott, and Colin Evers, 3–16. New York, NY: Routledge.
  • Lingard, B., D. Hayes, M. Mills, and P. Christie. 2003. Leading Learning: Making Hope Practical in Schools. Maidenhead: Open University Press.
  • McCulloch, G. 2005. “Curriculum Reform, Educational Change and Social Improvement.” In The Practice and Theory of School Improvement, edited by David Hopkins, 169–181. Netherlands: Springer.
  • Mockler, Nicole. 2013. “Teacher Professional Learning in a Neoliberal age: Audit, Professionalism and Identity.” Australian Journal of Teacher Education 38 (10): 35–47. doi: 10.14221/ajte.2013v38n10.8
  • O'Neill, O. 2002. A Question of Trust: the BBC Reith Lectures. Cambridge: Cambridge.
  • Odhiambo, G. 2014. “Squeezed? The role, purpose and development of middle leaders in schools.” Conference proceedings AARE-NZARE, Brisbane, 1–13.
  • Pennanen, Matti, Laurette Bristol, Jane Wilkinson, and Hannu L. T Heikkinen. 2016. “What is ‘Good’ Mentoring? Understanding Mentoring Practices of Teacher Induction Through Case Studies in Finland and Australia.” Pedagogy, Culture and Society 24 (1): 27–53. doi.org/10.1080/14681366.2015.1083045.
  • Petty, G. 2006. Evidence-based Teaching: A Practical Approach. Cheltenham: Nelson Thornes.
  • Robinson, Viviane M. J., Clare A. Lloyd, and Kenneth J Rowe. 2008. “The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types.” Educational Administration Quarterly 44 (5): 635–674. doi: 10.1177/0013161X08321509
  • Schatzki, T. R. 2002. The Site of the Social: A Philosophical Account of the Constitution of Social Life and Change. University Park: University of Pennsylvania Press.
  • Schiro, M. S. 2013. Curriculum Theory: Conflicting Visions and Enduring Concerns. Thousand Oaks, CA: Sage.
  • Shaked, H., C. Schechter, S. Ganon-Shilon, and M. Goldratt. 2017. “Systems Thinking for School Leaders.” In Holistic Leadership for Excellence in Education, edited by H. Shaked, and C. Schechter. Springer International.
  • Spillane, J. P. 2006. Distributed Leadership. San Fransisco, CA: Jossey Bass.
  • Stake, Robert E. 2006. Multiple Case Study Analysis. New York, NY: The Guilford Press.
  • Webb, E. 1996. “Trust and Crisis.” In Trust in Organisations: Frontiers of Theory and Research, edited by R. Kramer, and T. Tyler, 288–301. Thousand Oaks, CA: Sage.
  • Wilkinson, Jane. 2017. “Reclaiming Education in Educational Leadership.” In Practice Theory Perspectives on Pedagogy and Education, edited by Peter Grootenboer, Christine Edwards-Groves, and Sarojni Choy, 231–242. Singapore: Springer.
  • Wilkinson, Jane, Laurette Bristol, and Petra Ponte. 2013. “Professional Development: Education for All as Praxis.” Professional Development in Education 39 (4): 451–454. doi: 10.1080/19415257.2013.796299
  • Wilkinson, Jane, and Stephen Kemmis. 2015. “Practice Theory: Viewing Leadership as Leading.” Educational Philosophy and Theory 47 (4): 342–358. doi:10.1080/00131857.2014.976928.
  • Wilkinson, J., A. Olin, T. Lund, and E. Stjernstrom. 2013. “Understanding Leading as Travelling Practices.” School Leadership and Management 33 (3): 224–239. doi: 10.1080/13632434.2013.773886
  • Youngs, Howard. 2017. “A Critical Exploration of Collaborative and Distributed Leadership in Higher Education: Developing an Alternative Ontology Through Leadership-as-Practice.” Journal of Higher Education Policy and Management 39 (2): 140–154. doi:10.1080/1360080X.2017.1276662.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.