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Obviously my new day job keeps me busy, but I have been able to produce a good number of publications during the last year, with 2 peer reviewed journal articles, 3 conference papers and 2 unpubllished papers along with 3 chapters and an authored book in press.<br /><br />I am still focusing my research on Multi-academy Trusts (MATs) in England and will be submitting work to journals duing coming year. I am also leading on two research projects (one still at review stage), so I don;t miss the day to day challenge of the director role at all!<br /><span class="u-fw700">Phone: </span>+44 (0)7743 402789<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://ucalgary.academia.edu/ShirleySteinberg"><img class="profile-avatar u-positionAbsolute" alt="Shirley R Steinberg" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" 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In July 2017, Sir Paul Grant retired from the post as headteacher after 20 years of service in that role. In this final chapter, we evaluate his legacy and the task he leaves behind. Once more the question of sustainability emerges, this time tempered by the news that the headteacher successor is Russell Taylor, the deputy headteacher who began his career towards educational leadership as a former student and freshly qualified teacher of the school. As a young man who grew up in Dagenham and knew the school in its 'dark days', he is well qualified to determine the school's future as he demonstrates in the closing statement of this study. Keywords Retirement • Legacy • Expectations • Sustained success • Future aspirations The End of an Era As may be expected Sir Paul did not stop working after his retirement from headship at the Robert Clack School in the summer of 2017, but moved on to several new positions including one as Education Adviser with the Premier Football League (PFL), a role he describes as being 'responsible for making sure that time out of school for the boys in nine of the clubs in</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0e979d4ce2a2b641f9ea3e9b3d842ede" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95685281,"asset_id":92761859,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95685281/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92761859"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92761859"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92761859; 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We report a case study of mobile technology adoption from eight individual educational locations in Scotland that differ significantly in terms of demographics, infrastructure, the approach of the Local Authority and readiness to implement the use of tablet technology for learning and teaching. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81309677"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81309677/Use_of_Digital_Technologies_in_Education"><img alt="Research paper thumbnail of Use of Digital Technologies in Education" class="work-thumbnail" src="https://attachments.academia-assets.com/87398468/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81309677/Use_of_Digital_Technologies_in_Education">Use of Digital Technologies in Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This special edition of the e-journal Educationalfutures has been produced for publication to coi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This special edition of the e-journal Educationalfutures has been produced for publication to coincide with the annual BESA conference in Wolverhampton at the end of June, 2016. It consists of five papers and one book review which explore aspects of the challenges facing education in the next few years. This edition thus chimes with the conference theme of “Education Studies – the next ten years”. In addition to being guest editor for this journal I have also been invited to open the conference with a keynote address which will be entitled “Education in the twenty-first century: Implications for schools, colleges and universities”.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="258c6a8b63b683ac3e16e6213bd5a925" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87398468,"asset_id":81309677,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87398468/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81309677"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81309677"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81309677; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81309676"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/81309676/Being_an_Effective_Headteacher"><img alt="Research paper thumbnail of Being an Effective Headteacher" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/81309676/Being_an_Effective_Headteacher">Being an Effective Headteacher</a></div><div class="wp-workCard_item"><span>Being an Effective Headteacher Being an effective headteacher</span><span>, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Nature of Headship The Transition to Formal Leadership Preparing for Headship National Standa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Nature of Headship The Transition to Formal Leadership Preparing for Headship National Standards and NPQH Applying for a Headship Entering Headship Consolidation and Extension</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81309676"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81309676"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81309676; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81309676]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81309676,"title":"Being an Effective Headteacher","internal_url":"https://www.academia.edu/81309676/Being_an_Effective_Headteacher","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81309655"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81309655/The_Effects_of_Pre_Service_Training_and_Experience_on_Preparation_for_the_Principalship_in_England"><img alt="Research paper thumbnail of The Effects of Pre-Service Training and Experience on Preparation for the Principalship in England" class="work-thumbnail" src="https://attachments.academia-assets.com/87398496/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81309655/The_Effects_of_Pre_Service_Training_and_Experience_on_Preparation_for_the_Principalship_in_England">The Effects of Pre-Service Training and Experience on Preparation for the Principalship in England</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper provides a synopsis of the findings of a national survey of headteachers conducted in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper provides a synopsis of the findings of a national survey of headteachers conducted in 1999 by means of a self-completion postal questionnaire. The survey sought to establish the perceptions of English headteachers with regard to their state of readiness on taking up the role. Where respondents reported themselves as well prepared or extremely well prepared for aspects of their role, they were asked to attribute their perceived state of readiness to training, experience, or a combination of the two. In addition, respondents were asked to complete open-ended questions that asked them to identify activities and support that would help the induction of newly appointed headteachers working in the special-education sector. Analysis of all responses reveals that the majority of headteachers (57 percent) perceived themselves to be either well prepared or extremely well prepared. The influence of training was deemed to be minimal by respondents in all categories. Most surprising was that headteachers did not perceive themselves to be well prepared in applying law to specific situations. (Contains 7 references.) (DFR) Reproductions supplied by EDRS are the best that can be made from the original document.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="26f1f7bdc87d837405bf9e7e966176ea" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87398496,"asset_id":81309655,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87398496/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81309655"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81309655"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81309655; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490870"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75490870/Enhancing_Initial_Teacher_Education_in_Kuwait_Cooking_on_a_Low_Heat"><img alt="Research paper thumbnail of Enhancing Initial Teacher Education in Kuwait: 'Cooking on a Low Heat" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75490870/Enhancing_Initial_Teacher_Education_in_Kuwait_Cooking_on_a_Low_Heat">Enhancing Initial Teacher Education in Kuwait: 'Cooking on a Low Heat</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper reports on a review of initial teacher education (ITE) in Kuwait between 2009 &amp;amp...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper reports on a review of initial teacher education (ITE) in Kuwait between 2009 &amp;amp; 2013 sponsored initially by the British Council and latterly by the Public Authority for Applied Education and Training (PAAET). Progress on recommended changes has been described within the local Arabic idiom as “cooking on a low heat”, which means that progress was being made only slowly. Conclusions as to how to make ITE more effective in the country were agreed at an early stage, but development has limited through a process aligned to the principle of non-decision-making. Although one consequence of inaction has been substantial financial cost, the greater cost is the significant proportion of teachers who are performing at below expected levels. The paper concludes that intervention at the higher levels of government is required in order to overcome the stagnation of this reform initiative.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490870"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490870"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490870; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490870]").text(description); $(".js-view-count[data-work-id=75490870]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490870; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490870']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75490870]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490870,"title":"Enhancing Initial Teacher Education in Kuwait: 'Cooking on a Low Heat","internal_url":"https://www.academia.edu/75490870/Enhancing_Initial_Teacher_Education_in_Kuwait_Cooking_on_a_Low_Heat","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490869"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75490869/Edinburgh_1_1_Mobile_Evaluation_2012_2013"><img alt="Research paper thumbnail of Edinburgh 1:1 Mobile Evaluation, 2012-2013" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75490869/Edinburgh_1_1_Mobile_Evaluation_2012_2013">Edinburgh 1:1 Mobile Evaluation, 2012-2013</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">During the academic year 2012-2013 two secondary and two primary schools participated in a pilot ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">During the academic year 2012-2013 two secondary and two primary schools participated in a pilot project to evaluate the impact and potential of mobile technologies for learning across the city of Edinburgh, Scotland. The University of Hull were commissioned to evaluate the project and during the course of the academic year a variety of different data were collected through the use of online surveys, interviews, observations and documentary analysis. Three different mobile devices were evaluated during the project, each selected by the participating schools. These included tablet devices (Toshiba and Apple iPads) and Window Netbooks. In all cases the devices were loaned to students on a personal basis for the duration of the project, enabling them to use the device both in and beyond the school.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490869"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490869"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490869; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490869]").text(description); $(".js-view-count[data-work-id=75490869]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490869; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490869']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75490869]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490869,"title":"Edinburgh 1:1 Mobile Evaluation, 2012-2013","internal_url":"https://www.academia.edu/75490869/Edinburgh_1_1_Mobile_Evaluation_2012_2013","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490868"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75490868/A_Leadership_Case_Study_in_Early_Childhood_Settings_Transforming_from_a_Nursery_to_a_Childrens_Centre"><img alt="Research paper thumbnail of A Leadership Case Study in Early Childhood Settings: Transforming from a Nursery to a Children's Centre" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75490868/A_Leadership_Case_Study_in_Early_Childhood_Settings_Transforming_from_a_Nursery_to_a_Childrens_Centre">A Leadership Case Study in Early Childhood Settings: Transforming from a Nursery to a Children's Centre</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A previously unpublished research paper that reports on the leadership challenges emerging from t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A previously unpublished research paper that reports on the leadership challenges emerging from the transformation of an LEA maintained Nursery School to a Sure Start Children&amp;#39;s Centre. Research undertaken in 2006.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490868"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490868"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490868; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490868]").text(description); $(".js-view-count[data-work-id=75490868]").attr('title', description).tooltip(); 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490867]").text(description); $(".js-view-count[data-work-id=75490867]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490867; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490867']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75490867]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490867,"title":"Ecological Paradigm and Partnerships","internal_url":"https://www.academia.edu/75490867/Ecological_Paradigm_and_Partnerships","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490866"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75490866/Raising_Student_Achievement_Levels_Through_Target_setting_and_Academic_Monitoring_A_Case_Study_of_Developments_at_Key_Stage_3_in_a_Secondary_School"><img alt="Research paper thumbnail of Raising Student Achievement Levels Through Target-setting and Academic Monitoring: A Case Study of Developments at Key Stage 3 in a Secondary School" class="work-thumbnail" src="https://attachments.academia-assets.com/83239080/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75490866/Raising_Student_Achievement_Levels_Through_Target_setting_and_Academic_Monitoring_A_Case_Study_of_Developments_at_Key_Stage_3_in_a_Secondary_School">Raising Student Achievement Levels Through Target-setting and Academic Monitoring: A Case Study of Developments at Key Stage 3 in a Secondary School</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Evidence for the conclusions and recommendations are based on interviews with tutors and students...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Evidence for the conclusions and recommendations are based on interviews with tutors and students from Year 8 conducted by the Head of Year, who then provides an overview from her perspective. The findings are contrasted against the examples of effective target-setting provided by the DfEE Standards and Effectiveness Unit (DfEE, 1998b) and the Office for Standards in Education (Ofsted, 1996). The new scheme is also reviewed in the light of the call for equal opportunities by, amongst others, the Department for Education and Employment (DfEE, 1998c) and against the body of evidence provided by the research on school improvement (e.g. Stoll and Mortimore, 1995; Creemers, 1997).] BACKGROUND INFORMATION Barber (DfEE,1998a), in his role as Head of the Standards and Effectiveness Unit within the DfEE, highlights the determination of ministers to see schools setting specific measurable targets for student performance at least once a year as "a powerful lever for raising standards in schools". The announcement of statutory target-setting in schools for the year 2000 comes on the back of a body of research on the efficacy of target-setting conducted by Ofsted (1996) and from the results of the subsequent consultation exercise by the Schools Curriculum and Assessment Authority (SCAA, 1997a). From the summer of the</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="279482ee490582aed8dd1b8c57a37079" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83239080,"asset_id":75490866,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83239080/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490866"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490866"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490866; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490865"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75490865/Assessing_the_Validity_of_the_NCSL_Evidence_Base_A_Critical_Review_of_the_Research_Published_by_the_College"><img alt="Research paper thumbnail of Assessing the Validity of the NCSL Evidence Base: A Critical Review of the Research Published by the College" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75490865/Assessing_the_Validity_of_the_NCSL_Evidence_Base_A_Critical_Review_of_the_Research_Published_by_the_College">Assessing the Validity of the NCSL Evidence Base: A Critical Review of the Research Published by the College</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">When details of the proposed internal organisation of the National College for School Leadership ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">When details of the proposed internal organisation of the National College for School Leadership (NCSL) were first published in 1999 the intention was for there to be three divisions: Programmes, E-learning and Research. The inclusion of a research division was a welcome signal, carrying with it the implicit expectation that there was to be, for the first time in this country, a serious attempt to build an evidence base for leadership development and training in education that was empirically informed – a development that would also have implications for policy making on school leadership issues on general. Prior to this the basis for policy determination and decision making based on research had been judged to be limited at best (Glatter, 1999: 254). By the time the NCSL began its work in September 2001 ‘school improvement’ had been added to the description of the division, thus widening its brief and signalling its intention to focus on those activities which led to changes at the school level. Subsequently the college reorganised its senior executive roles and, by September 2002, had changed the title for the division to Research and Development. The intention of this article is to explore some of the emergent and outstanding issues that are evident after the first two years of the division’s operation. Although it is recognised that there may be work in progress this review will only focus on the research findings published by the division.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490865"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490865"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490865; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490865]").text(description); $(".js-view-count[data-work-id=75490865]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490865; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490865']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75490865]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490865,"title":"Assessing the Validity of the NCSL Evidence Base: A Critical Review of the Research Published by the College","internal_url":"https://www.academia.edu/75490865/Assessing_the_Validity_of_the_NCSL_Evidence_Base_A_Critical_Review_of_the_Research_Published_by_the_College","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490864"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75490864/Leadership_issues_in_emerging_multi_academy_trusts_MATs_"><img alt="Research paper thumbnail of Leadership issues in emerging multi–academy trusts (MATs)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75490864/Leadership_issues_in_emerging_multi_academy_trusts_MATs_">Leadership issues in emerging multi–academy trusts (MATs)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This presentation reports on early research into leadership within MATs which explores the issues...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This presentation reports on early research into leadership within MATs which explores the issues and challenges they face as they take on the strategic ambitions of central government. The data have been gathered as a part of the evaluation of two open access development programmes being run for leadership teams from medium size MATs of between 5 and 15 schools. There are two groups of MATs involved in the first phase of this programme, which commenced in November 2016, one of which is comprised wholly of Church of England trusts. The participants in both programmes are representative, therefore, of the new paradigm of school leadership that is emerging from the expected shift to academisation of the majority of the nation’s schools. The programmes combine three residential modules supplemented by facilitated regional learning sets, a range of practical tasks and assignments and the opportunity for participants to engage in online and self-directed learning through use of a dedicated VLE site. Data is being collected from 34 participants through development process in order to examine the emerging issues pertaining to system leadership within academy trusts. This is a mixed methods approach that is predominately qualitative. Much of the enquiry is based on open questions in the first instance with little use of a priori coding. This approach is particularly true of the individual interviews which has led to the initial analysis being based on the process of open coding in order to identify categories which would emerge as the data was examined. Face to face interviews were conducted individually with Chief Executive Officers which were audio recorded and professional transcribed. Subsequent analysis was undertaken through a process of open coding in order to develop categories of leadership issues, challenges and behaviours that were evident in the establishment and continued growth of the medium size MATs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490864"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490864"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490864; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490864]").text(description); $(".js-view-count[data-work-id=75490864]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490864; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490864']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75490864]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490864,"title":"Leadership issues in emerging multi–academy trusts (MATs)","internal_url":"https://www.academia.edu/75490864/Leadership_issues_in_emerging_multi_academy_trusts_MATs_","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490863"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75490863/Preparing_for_and_Entering_Headship_in_England_A_Study_of_Career_Transition"><img alt="Research paper thumbnail of Preparing for and Entering Headship in England: A Study of Career Transition" class="work-thumbnail" src="https://attachments.academia-assets.com/83239087/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75490863/Preparing_for_and_Entering_Headship_in_England_A_Study_of_Career_Transition">Preparing for and Entering Headship in England: A Study of Career Transition</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This is a study of career transition into first-time headship in England, informed by a large-sca...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This is a study of career transition into first-time headship in England, informed by a large-scale survey of serving headteachers. The literature review establishes that the transition to a position of formal leadership requires preparation and support along three dimensions of career transition: the personal, organisational and occupational; dimensions established through examination of theories of self, identity and socialisation. The study demonstrates that the high levels of accountability and responsibility associated with headship, caused by legal and societal expectations, distinguishes it from similar jobs in other occupations and school systems. This induces additional challenges in adapting to the demands of headship and to becoming effective as the de facto formal leader in the school to which the headteacher is appointed. Processes and systems of preparation and induction for beginning headteachers are shown to be inadequate along the three dimensions of career transition. The study extends the range of small-scale research previously conducted by the author and others in the last decade of the twentieth century when the nature of headship was undergoing rapid change mainly as a result of the 1988 Education Reform Act, which transferred the locus of power and decision-making to the school. The empirical research undertaken for this study, which provides evidence not available elsewhere, was conducted through a self-completion survey directed at a stratified, random sample of serving headteachers in England. The sample is deemed representative and the findings, based on a response rate of over 60 per cent, are considered generalisable. The survey sought to establish the perceptions of headteachers as to their state of preparedness on entry to the job and what contributed to that state of preparedness. Opinion was also sought from the sample as to how systems and processes could be further developed to assist that state of preparedness. The responses to the survey are analysed against the components of the three dimensions of career transition. The study concludes by comparing the findings with the formal systems and processes for preparation and induction in England at the time of writing and by making a series of recommendations for individuals, school communities, local education authorities and central government and its agencies that, if implemented, should allow headteachers to become effective earlier in their new occupation than was the case when the survey was conducted.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ce86c31490baca273cee3c1aa234300d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83239087,"asset_id":75490863,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83239087/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490863"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490863"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490863; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490863]").text(description); $(".js-view-count[data-work-id=75490863]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490863; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490863']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ce86c31490baca273cee3c1aa234300d" } } $('.js-work-strip[data-work-id=75490863]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490863,"title":"Preparing for and Entering Headship in England: A Study of Career Transition","internal_url":"https://www.academia.edu/75490863/Preparing_for_and_Entering_Headship_in_England_A_Study_of_Career_Transition","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[{"id":83239087,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83239087/thumbnails/1.jpg","file_name":"Male_2004_20Trevor_20Male_20PhD_20thesis_20-_20Full_20version_redacted.pdf","download_url":"https://www.academia.edu/attachments/83239087/download_file","bulk_download_file_name":"Preparing_for_and_Entering_Headship_in_E.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83239087/Male_2004_20Trevor_20Male_20PhD_20thesis_20-_20Full_20version_redacted-libre.pdf?1649141012=\u0026response-content-disposition=attachment%3B+filename%3DPreparing_for_and_Entering_Headship_in_E.pdf\u0026Expires=1739841727\u0026Signature=Dvc9xfkjTkYV8BSZ~DB6UeYOPjj9DIwxuuAcWMru7BJacMykqZIXcidpV7OwPWbVTxN5rRSmZgnPrEDM-I6djXv0yuNi7Mgb9uEd77AthmjZzSxfxNYPHE-fsd~vWwPP0k4LsSrxgep1Anfj9c2oK375biDot7FJstjOJWjOUSAYutb9--9Oltkzci5M3IC3svMv9vEEGgWIXj~xjuhzZ~2gWr0JRAZWje1DZL054hJBwYtklbyZeZHkZ90SZ7xHxff0ClO~ATd0rpyooSjTr7x1DCsXw7l7jnEmjlEMNKD-eSqfIuqFB621R2BM-l-ZCzF7uHxYKAIohMFGuuEP~Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490862"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75490862/Academisation_and_returning_to_governance_lessons_from_ECER_2016"><img alt="Research paper thumbnail of Academisation and returning to governance: lessons from ECER 2016" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75490862/Academisation_and_returning_to_governance_lessons_from_ECER_2016">Academisation and returning to governance: lessons from ECER 2016</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">I attended the European Educational Research Association annual conference which took place in la...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">I attended the European Educational Research Association annual conference which took place in late August in Dublin in August of this year (ECER 2016). One of the key issues I explored with colleagues from other countries was school governance in the current era and during these sessions I was struck by how much circumstances have changed recently here in England. Most colleagues discussed how the intermediate level between national government and individual units of accountability, typically schools, was still in the developmental stage. This contrasted strongly with circumstances that were emerging in England. One immediate conclusion I reached was how exposed our school system is now following recent policy initiatives and intentions contained within the White Paper – Educational Excellence Everywhere.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490862"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490862"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490862; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490862]").text(description); $(".js-view-count[data-work-id=75490862]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490862; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490862']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75490862]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490862,"title":"Academisation and returning to governance: lessons from ECER 2016","internal_url":"https://www.academia.edu/75490862/Academisation_and_returning_to_governance_lessons_from_ECER_2016","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490861"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75490861/Taking_over_the_Controls_A_Case_Study_of_Headteacher_Internship_in_England"><img alt="Research paper thumbnail of Taking over the Controls: A Case Study of Headteacher Internship in England" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75490861/Taking_over_the_Controls_A_Case_Study_of_Headteacher_Internship_in_England">Taking over the Controls: A Case Study of Headteacher Internship in England</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Early in 2006 the headteacher and governors of a secondary school in England asked the Deputy to ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Early in 2006 the headteacher and governors of a secondary school in England asked the Deputy to become Acting Headteacher for a short period of the year in order to assess the implications for leadership learning. The plan was to switch jobs for a period of four weeks in order to explore the potential of guided action learning for leadership development. This study records the events and perceptions of the main actors in this job change and reports on the implications of this approach to leadership learning for both the incumbent headteacher and the school. The conclusions draw on a range of data accumulated before, during and after the period when roles were switched, including personal diaries maintained by the headteacher and deputy and extensive interviews with each of the principal participants . The outcomes of the project were advanced leadership learning by both the headteacher and the deputy who was the intern and an increased understanding of the dynamics of senior leadership structures, particularly with reference to the notion of distributed leadership. As a consequence the enquiry is able to frame recommendations that would enhance headteacher preparation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490861"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490861"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490861; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490861]").text(description); $(".js-view-count[data-work-id=75490861]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490861; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490861']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75490861]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490861,"title":"Taking over the Controls: A Case Study of Headteacher Internship in England","internal_url":"https://www.academia.edu/75490861/Taking_over_the_Controls_A_Case_Study_of_Headteacher_Internship_in_England","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="3023640" id="papers"><div class="js-work-strip profile--work_container" data-work-id="120194433"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/120194433/Examining_the_competencies_required_for_leadership_of_multi_academy_trusts_Implications_for_a_case_study_trust"><img alt="Research paper thumbnail of Examining the competencies required for leadership of multi-academy trusts. Implications for a case study trust" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/120194433/Examining_the_competencies_required_for_leadership_of_multi_academy_trusts_Implications_for_a_case_study_trust">Examining the competencies required for leadership of multi-academy trusts. Implications for a case study trust</a></div><div class="wp-workCard_item"><span>School Leadership &amp; Management</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120194433"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120194433"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120194433; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=120194433]").text(description); $(".js-view-count[data-work-id=120194433]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 120194433; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='120194433']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=120194433]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":120194433,"title":"Examining the competencies required for leadership of multi-academy trusts. Implications for a case study trust","internal_url":"https://www.academia.edu/120194433/Examining_the_competencies_required_for_leadership_of_multi_academy_trusts_Implications_for_a_case_study_trust","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="92761880"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/92761880/Ethical_Leadership_in_Early_Years_Settings"><img alt="Research paper thumbnail of Ethical Leadership in Early Years Settings" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/92761880/Ethical_Leadership_in_Early_Years_Settings">Ethical Leadership in Early Years Settings</a></div><div class="wp-workCard_item"><span>Ethical Practice in Early Childhood</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92761880"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92761880"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92761880; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92761880]").text(description); $(".js-view-count[data-work-id=92761880]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92761880; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92761880']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=92761880]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92761880,"title":"Ethical Leadership in Early Years Settings","internal_url":"https://www.academia.edu/92761880/Ethical_Leadership_in_Early_Years_Settings","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="92761859"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/92761859/The_End_of_an_Era"><img alt="Research paper thumbnail of The End of an Era" class="work-thumbnail" src="https://attachments.academia-assets.com/95685281/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/92761859/The_End_of_an_Era">The End of an Era</a></div><div class="wp-workCard_item"><span>Sustaining the Comprehensive Ideal</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Life is finite, as was the era of sustained improvement under the leadership of (Sir) Paul Grant ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Life is finite, as was the era of sustained improvement under the leadership of (Sir) Paul Grant at the Robert Clack School. In July 2017, Sir Paul Grant retired from the post as headteacher after 20 years of service in that role. In this final chapter, we evaluate his legacy and the task he leaves behind. Once more the question of sustainability emerges, this time tempered by the news that the headteacher successor is Russell Taylor, the deputy headteacher who began his career towards educational leadership as a former student and freshly qualified teacher of the school. As a young man who grew up in Dagenham and knew the school in its 'dark days', he is well qualified to determine the school's future as he demonstrates in the closing statement of this study. Keywords Retirement • Legacy • Expectations • Sustained success • Future aspirations The End of an Era As may be expected Sir Paul did not stop working after his retirement from headship at the Robert Clack School in the summer of 2017, but moved on to several new positions including one as Education Adviser with the Premier Football League (PFL), a role he describes as being 'responsible for making sure that time out of school for the boys in nine of the clubs in</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0e979d4ce2a2b641f9ea3e9b3d842ede" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95685281,"asset_id":92761859,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95685281/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92761859"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92761859"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92761859; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81309677"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81309677/Use_of_Digital_Technologies_in_Education"><img alt="Research paper thumbnail of Use of Digital Technologies in Education" class="work-thumbnail" src="https://attachments.academia-assets.com/87398468/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81309677/Use_of_Digital_Technologies_in_Education">Use of Digital Technologies in Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This special edition of the e-journal Educationalfutures has been produced for publication to coi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This special edition of the e-journal Educationalfutures has been produced for publication to coincide with the annual BESA conference in Wolverhampton at the end of June, 2016. It consists of five papers and one book review which explore aspects of the challenges facing education in the next few years. This edition thus chimes with the conference theme of “Education Studies – the next ten years”. In addition to being guest editor for this journal I have also been invited to open the conference with a keynote address which will be entitled “Education in the twenty-first century: Implications for schools, colleges and universities”.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="258c6a8b63b683ac3e16e6213bd5a925" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87398468,"asset_id":81309677,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87398468/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81309677"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81309677"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81309677; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81309676"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/81309676/Being_an_Effective_Headteacher"><img alt="Research paper thumbnail of Being an Effective Headteacher" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/81309676/Being_an_Effective_Headteacher">Being an Effective Headteacher</a></div><div class="wp-workCard_item"><span>Being an Effective Headteacher Being an effective headteacher</span><span>, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Nature of Headship The Transition to Formal Leadership Preparing for Headship National Standa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Nature of Headship The Transition to Formal Leadership Preparing for Headship National Standards and NPQH Applying for a Headship Entering Headship Consolidation and Extension</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81309676"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81309676"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81309676; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81309676]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81309676,"title":"Being an Effective Headteacher","internal_url":"https://www.academia.edu/81309676/Being_an_Effective_Headteacher","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81309655"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81309655/The_Effects_of_Pre_Service_Training_and_Experience_on_Preparation_for_the_Principalship_in_England"><img alt="Research paper thumbnail of The Effects of Pre-Service Training and Experience on Preparation for the Principalship in England" class="work-thumbnail" src="https://attachments.academia-assets.com/87398496/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81309655/The_Effects_of_Pre_Service_Training_and_Experience_on_Preparation_for_the_Principalship_in_England">The Effects of Pre-Service Training and Experience on Preparation for the Principalship in England</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper provides a synopsis of the findings of a national survey of headteachers conducted in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper provides a synopsis of the findings of a national survey of headteachers conducted in 1999 by means of a self-completion postal questionnaire. The survey sought to establish the perceptions of English headteachers with regard to their state of readiness on taking up the role. Where respondents reported themselves as well prepared or extremely well prepared for aspects of their role, they were asked to attribute their perceived state of readiness to training, experience, or a combination of the two. In addition, respondents were asked to complete open-ended questions that asked them to identify activities and support that would help the induction of newly appointed headteachers working in the special-education sector. Analysis of all responses reveals that the majority of headteachers (57 percent) perceived themselves to be either well prepared or extremely well prepared. The influence of training was deemed to be minimal by respondents in all categories. Most surprising was that headteachers did not perceive themselves to be well prepared in applying law to specific situations. (Contains 7 references.) (DFR) Reproductions supplied by EDRS are the best that can be made from the original document.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="26f1f7bdc87d837405bf9e7e966176ea" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87398496,"asset_id":81309655,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87398496/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81309655"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81309655"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81309655; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490870"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75490870/Enhancing_Initial_Teacher_Education_in_Kuwait_Cooking_on_a_Low_Heat"><img alt="Research paper thumbnail of Enhancing Initial Teacher Education in Kuwait: 'Cooking on a Low Heat" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75490870/Enhancing_Initial_Teacher_Education_in_Kuwait_Cooking_on_a_Low_Heat">Enhancing Initial Teacher Education in Kuwait: 'Cooking on a Low Heat</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper reports on a review of initial teacher education (ITE) in Kuwait between 2009 &amp;amp...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper reports on a review of initial teacher education (ITE) in Kuwait between 2009 &amp;amp; 2013 sponsored initially by the British Council and latterly by the Public Authority for Applied Education and Training (PAAET). Progress on recommended changes has been described within the local Arabic idiom as “cooking on a low heat”, which means that progress was being made only slowly. Conclusions as to how to make ITE more effective in the country were agreed at an early stage, but development has limited through a process aligned to the principle of non-decision-making. Although one consequence of inaction has been substantial financial cost, the greater cost is the significant proportion of teachers who are performing at below expected levels. The paper concludes that intervention at the higher levels of government is required in order to overcome the stagnation of this reform initiative.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490870"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490870"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490870; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490870]").text(description); $(".js-view-count[data-work-id=75490870]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490870; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490870']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75490870]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490870,"title":"Enhancing Initial Teacher Education in Kuwait: 'Cooking on a Low Heat","internal_url":"https://www.academia.edu/75490870/Enhancing_Initial_Teacher_Education_in_Kuwait_Cooking_on_a_Low_Heat","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490869"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75490869/Edinburgh_1_1_Mobile_Evaluation_2012_2013"><img alt="Research paper thumbnail of Edinburgh 1:1 Mobile Evaluation, 2012-2013" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75490869/Edinburgh_1_1_Mobile_Evaluation_2012_2013">Edinburgh 1:1 Mobile Evaluation, 2012-2013</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">During the academic year 2012-2013 two secondary and two primary schools participated in a pilot ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">During the academic year 2012-2013 two secondary and two primary schools participated in a pilot project to evaluate the impact and potential of mobile technologies for learning across the city of Edinburgh, Scotland. The University of Hull were commissioned to evaluate the project and during the course of the academic year a variety of different data were collected through the use of online surveys, interviews, observations and documentary analysis. Three different mobile devices were evaluated during the project, each selected by the participating schools. These included tablet devices (Toshiba and Apple iPads) and Window Netbooks. In all cases the devices were loaned to students on a personal basis for the duration of the project, enabling them to use the device both in and beyond the school.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490869"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490869"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490869; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490869]").text(description); $(".js-view-count[data-work-id=75490869]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490869; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490869']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75490869]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490869,"title":"Edinburgh 1:1 Mobile Evaluation, 2012-2013","internal_url":"https://www.academia.edu/75490869/Edinburgh_1_1_Mobile_Evaluation_2012_2013","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490868"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75490868/A_Leadership_Case_Study_in_Early_Childhood_Settings_Transforming_from_a_Nursery_to_a_Childrens_Centre"><img alt="Research paper thumbnail of A Leadership Case Study in Early Childhood Settings: Transforming from a Nursery to a Children's Centre" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75490868/A_Leadership_Case_Study_in_Early_Childhood_Settings_Transforming_from_a_Nursery_to_a_Childrens_Centre">A Leadership Case Study in Early Childhood Settings: Transforming from a Nursery to a Children's Centre</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A previously unpublished research paper that reports on the leadership challenges emerging from t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A previously unpublished research paper that reports on the leadership challenges emerging from the transformation of an LEA maintained Nursery School to a Sure Start Children&amp;#39;s Centre. Research undertaken in 2006.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490868"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490868"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490868; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490868]").text(description); $(".js-view-count[data-work-id=75490868]").attr('title', description).tooltip(); 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490867]").text(description); $(".js-view-count[data-work-id=75490867]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490867; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490867']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75490867]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490867,"title":"Ecological Paradigm and Partnerships","internal_url":"https://www.academia.edu/75490867/Ecological_Paradigm_and_Partnerships","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490866"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75490866/Raising_Student_Achievement_Levels_Through_Target_setting_and_Academic_Monitoring_A_Case_Study_of_Developments_at_Key_Stage_3_in_a_Secondary_School"><img alt="Research paper thumbnail of Raising Student Achievement Levels Through Target-setting and Academic Monitoring: A Case Study of Developments at Key Stage 3 in a Secondary School" class="work-thumbnail" src="https://attachments.academia-assets.com/83239080/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75490866/Raising_Student_Achievement_Levels_Through_Target_setting_and_Academic_Monitoring_A_Case_Study_of_Developments_at_Key_Stage_3_in_a_Secondary_School">Raising Student Achievement Levels Through Target-setting and Academic Monitoring: A Case Study of Developments at Key Stage 3 in a Secondary School</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Evidence for the conclusions and recommendations are based on interviews with tutors and students...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Evidence for the conclusions and recommendations are based on interviews with tutors and students from Year 8 conducted by the Head of Year, who then provides an overview from her perspective. The findings are contrasted against the examples of effective target-setting provided by the DfEE Standards and Effectiveness Unit (DfEE, 1998b) and the Office for Standards in Education (Ofsted, 1996). The new scheme is also reviewed in the light of the call for equal opportunities by, amongst others, the Department for Education and Employment (DfEE, 1998c) and against the body of evidence provided by the research on school improvement (e.g. Stoll and Mortimore, 1995; Creemers, 1997).] BACKGROUND INFORMATION Barber (DfEE,1998a), in his role as Head of the Standards and Effectiveness Unit within the DfEE, highlights the determination of ministers to see schools setting specific measurable targets for student performance at least once a year as "a powerful lever for raising standards in schools". The announcement of statutory target-setting in schools for the year 2000 comes on the back of a body of research on the efficacy of target-setting conducted by Ofsted (1996) and from the results of the subsequent consultation exercise by the Schools Curriculum and Assessment Authority (SCAA, 1997a). From the summer of the</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="279482ee490582aed8dd1b8c57a37079" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83239080,"asset_id":75490866,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83239080/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490866"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490866"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490866; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490866]").text(description); $(".js-view-count[data-work-id=75490866]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490866; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490866']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "279482ee490582aed8dd1b8c57a37079" } } $('.js-work-strip[data-work-id=75490866]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490866,"title":"Raising Student Achievement Levels Through Target-setting and Academic Monitoring: A Case Study of Developments at Key Stage 3 in a Secondary School","internal_url":"https://www.academia.edu/75490866/Raising_Student_Achievement_Levels_Through_Target_setting_and_Academic_Monitoring_A_Case_Study_of_Developments_at_Key_Stage_3_in_a_Secondary_School","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[{"id":83239080,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83239080/thumbnails/1.jpg","file_name":"1998_20Target_20Setting_20in_20UK.pdf","download_url":"https://www.academia.edu/attachments/83239080/download_file","bulk_download_file_name":"Raising_Student_Achievement_Levels_Throu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83239080/1998_20Target_20Setting_20in_20UK-libre.pdf?1649140998=\u0026response-content-disposition=attachment%3B+filename%3DRaising_Student_Achievement_Levels_Throu.pdf\u0026Expires=1739841727\u0026Signature=ZiZDKM2oRW1ITyExwTWoHGxQu1v9kLrwzuuBBJ5WtlKNscVbPpciw3~Hpz4bG9IUPN2fjFK4pZeCNWUFN2TZEKcW0LhB0PmzAGc1~iNtluRe~LY6MIb9wSWHrDNepYx8YoF0NEhXOvz427LnAdGUrklZbFctSUGSZ8esftvd2xgFnozqRlGJqVWssyY8Z4AYpt8sjooGRmdVvwW2ZgOAEhPtv5XC4rX1mDokrSz1p39pQT45dTMMS7PtxcDI4NDEnhBoi-~Bn-gPkUtGHtrVPRo0~HMqW0AaEM8HzUX~IVM2IOWHyI4LrnU8QfNVxnmQ6H8XbGFwgay4f5rCdianqg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490865"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75490865/Assessing_the_Validity_of_the_NCSL_Evidence_Base_A_Critical_Review_of_the_Research_Published_by_the_College"><img alt="Research paper thumbnail of Assessing the Validity of the NCSL Evidence Base: A Critical Review of the Research Published by the College" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75490865/Assessing_the_Validity_of_the_NCSL_Evidence_Base_A_Critical_Review_of_the_Research_Published_by_the_College">Assessing the Validity of the NCSL Evidence Base: A Critical Review of the Research Published by the College</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">When details of the proposed internal organisation of the National College for School Leadership ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">When details of the proposed internal organisation of the National College for School Leadership (NCSL) were first published in 1999 the intention was for there to be three divisions: Programmes, E-learning and Research. The inclusion of a research division was a welcome signal, carrying with it the implicit expectation that there was to be, for the first time in this country, a serious attempt to build an evidence base for leadership development and training in education that was empirically informed – a development that would also have implications for policy making on school leadership issues on general. Prior to this the basis for policy determination and decision making based on research had been judged to be limited at best (Glatter, 1999: 254). By the time the NCSL began its work in September 2001 ‘school improvement’ had been added to the description of the division, thus widening its brief and signalling its intention to focus on those activities which led to changes at the school level. Subsequently the college reorganised its senior executive roles and, by September 2002, had changed the title for the division to Research and Development. The intention of this article is to explore some of the emergent and outstanding issues that are evident after the first two years of the division’s operation. Although it is recognised that there may be work in progress this review will only focus on the research findings published by the division.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490865"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490865"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490865; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490865]").text(description); $(".js-view-count[data-work-id=75490865]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490865; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490865']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75490865]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490865,"title":"Assessing the Validity of the NCSL Evidence Base: A Critical Review of the Research Published by the College","internal_url":"https://www.academia.edu/75490865/Assessing_the_Validity_of_the_NCSL_Evidence_Base_A_Critical_Review_of_the_Research_Published_by_the_College","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490864"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75490864/Leadership_issues_in_emerging_multi_academy_trusts_MATs_"><img alt="Research paper thumbnail of Leadership issues in emerging multi–academy trusts (MATs)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75490864/Leadership_issues_in_emerging_multi_academy_trusts_MATs_">Leadership issues in emerging multi–academy trusts (MATs)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This presentation reports on early research into leadership within MATs which explores the issues...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This presentation reports on early research into leadership within MATs which explores the issues and challenges they face as they take on the strategic ambitions of central government. The data have been gathered as a part of the evaluation of two open access development programmes being run for leadership teams from medium size MATs of between 5 and 15 schools. There are two groups of MATs involved in the first phase of this programme, which commenced in November 2016, one of which is comprised wholly of Church of England trusts. The participants in both programmes are representative, therefore, of the new paradigm of school leadership that is emerging from the expected shift to academisation of the majority of the nation’s schools. The programmes combine three residential modules supplemented by facilitated regional learning sets, a range of practical tasks and assignments and the opportunity for participants to engage in online and self-directed learning through use of a dedicated VLE site. Data is being collected from 34 participants through development process in order to examine the emerging issues pertaining to system leadership within academy trusts. This is a mixed methods approach that is predominately qualitative. Much of the enquiry is based on open questions in the first instance with little use of a priori coding. This approach is particularly true of the individual interviews which has led to the initial analysis being based on the process of open coding in order to identify categories which would emerge as the data was examined. Face to face interviews were conducted individually with Chief Executive Officers which were audio recorded and professional transcribed. Subsequent analysis was undertaken through a process of open coding in order to develop categories of leadership issues, challenges and behaviours that were evident in the establishment and continued growth of the medium size MATs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490864"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490864"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490864; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490864]").text(description); $(".js-view-count[data-work-id=75490864]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490864; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490864']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75490864]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490864,"title":"Leadership issues in emerging multi–academy trusts (MATs)","internal_url":"https://www.academia.edu/75490864/Leadership_issues_in_emerging_multi_academy_trusts_MATs_","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490863"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75490863/Preparing_for_and_Entering_Headship_in_England_A_Study_of_Career_Transition"><img alt="Research paper thumbnail of Preparing for and Entering Headship in England: A Study of Career Transition" class="work-thumbnail" src="https://attachments.academia-assets.com/83239087/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75490863/Preparing_for_and_Entering_Headship_in_England_A_Study_of_Career_Transition">Preparing for and Entering Headship in England: A Study of Career Transition</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This is a study of career transition into first-time headship in England, informed by a large-sca...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This is a study of career transition into first-time headship in England, informed by a large-scale survey of serving headteachers. The literature review establishes that the transition to a position of formal leadership requires preparation and support along three dimensions of career transition: the personal, organisational and occupational; dimensions established through examination of theories of self, identity and socialisation. The study demonstrates that the high levels of accountability and responsibility associated with headship, caused by legal and societal expectations, distinguishes it from similar jobs in other occupations and school systems. This induces additional challenges in adapting to the demands of headship and to becoming effective as the de facto formal leader in the school to which the headteacher is appointed. Processes and systems of preparation and induction for beginning headteachers are shown to be inadequate along the three dimensions of career transition. The study extends the range of small-scale research previously conducted by the author and others in the last decade of the twentieth century when the nature of headship was undergoing rapid change mainly as a result of the 1988 Education Reform Act, which transferred the locus of power and decision-making to the school. The empirical research undertaken for this study, which provides evidence not available elsewhere, was conducted through a self-completion survey directed at a stratified, random sample of serving headteachers in England. The sample is deemed representative and the findings, based on a response rate of over 60 per cent, are considered generalisable. The survey sought to establish the perceptions of headteachers as to their state of preparedness on entry to the job and what contributed to that state of preparedness. Opinion was also sought from the sample as to how systems and processes could be further developed to assist that state of preparedness. The responses to the survey are analysed against the components of the three dimensions of career transition. The study concludes by comparing the findings with the formal systems and processes for preparation and induction in England at the time of writing and by making a series of recommendations for individuals, school communities, local education authorities and central government and its agencies that, if implemented, should allow headteachers to become effective earlier in their new occupation than was the case when the survey was conducted.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ce86c31490baca273cee3c1aa234300d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83239087,"asset_id":75490863,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83239087/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490863"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490863"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490863; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490862"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75490862/Academisation_and_returning_to_governance_lessons_from_ECER_2016"><img alt="Research paper thumbnail of Academisation and returning to governance: lessons from ECER 2016" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75490862/Academisation_and_returning_to_governance_lessons_from_ECER_2016">Academisation and returning to governance: lessons from ECER 2016</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">I attended the European Educational Research Association annual conference which took place in la...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">I attended the European Educational Research Association annual conference which took place in late August in Dublin in August of this year (ECER 2016). One of the key issues I explored with colleagues from other countries was school governance in the current era and during these sessions I was struck by how much circumstances have changed recently here in England. Most colleagues discussed how the intermediate level between national government and individual units of accountability, typically schools, was still in the developmental stage. This contrasted strongly with circumstances that were emerging in England. One immediate conclusion I reached was how exposed our school system is now following recent policy initiatives and intentions contained within the White Paper – Educational Excellence Everywhere.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490862"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490862"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490862; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490862]").text(description); $(".js-view-count[data-work-id=75490862]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490862; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490862']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75490862]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490862,"title":"Academisation and returning to governance: lessons from ECER 2016","internal_url":"https://www.academia.edu/75490862/Academisation_and_returning_to_governance_lessons_from_ECER_2016","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor Male","url":"https://ioe.academia.edu/TrevorMale"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75490861"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/75490861/Taking_over_the_Controls_A_Case_Study_of_Headteacher_Internship_in_England"><img alt="Research paper thumbnail of Taking over the Controls: A Case Study of Headteacher Internship in England" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/75490861/Taking_over_the_Controls_A_Case_Study_of_Headteacher_Internship_in_England">Taking over the Controls: A Case Study of Headteacher Internship in England</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Early in 2006 the headteacher and governors of a secondary school in England asked the Deputy to ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Early in 2006 the headteacher and governors of a secondary school in England asked the Deputy to become Acting Headteacher for a short period of the year in order to assess the implications for leadership learning. The plan was to switch jobs for a period of four weeks in order to explore the potential of guided action learning for leadership development. This study records the events and perceptions of the main actors in this job change and reports on the implications of this approach to leadership learning for both the incumbent headteacher and the school. The conclusions draw on a range of data accumulated before, during and after the period when roles were switched, including personal diaries maintained by the headteacher and deputy and extensive interviews with each of the principal participants . The outcomes of the project were advanced leadership learning by both the headteacher and the deputy who was the intern and an increased understanding of the dynamics of senior leadership structures, particularly with reference to the notion of distributed leadership. As a consequence the enquiry is able to frame recommendations that would enhance headteacher preparation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75490861"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75490861"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75490861; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75490861]").text(description); $(".js-view-count[data-work-id=75490861]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75490861; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75490861']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=75490861]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75490861,"title":"Taking over the Controls: A Case Study of Headteacher Internship in 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href="https://www.academia.edu/34376375/Leadership_issues_in_emerging_multi_academy_trusts_MATs"><img alt="Research paper thumbnail of Leadership issues in emerging multi–academy trusts (MATs" class="work-thumbnail" src="https://attachments.academia-assets.com/54264007/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34376375/Leadership_issues_in_emerging_multi_academy_trusts_MATs">Leadership issues in emerging multi–academy trusts (MATs</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This presentation reports on early research into leadership within MATs which explores the issues...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This presentation reports on early research into leadership within MATs which explores the issues and challenges they face as they take on the strategic ambitions of central government.  The data have been gathered as a part of the evaluation of two open access development programmes being run for leadership teams from medium size MATs of between 5 and 15 schools.  There are two groups of MATs involved in the first phase of this programme, which commenced in November 2016, one of which is comprised wholly of Church of England trusts.  The participants in both programmes are representative, therefore, of the new paradigm of school leadership that is emerging from the expected shift to academisation of the majority of the nation’s schools.<br />The programmes combine three residential modules supplemented by facilitated regional learning sets, a range of practical tasks and assignments and the opportunity for participants to engage in online and self-directed learning through use of a dedicated VLE site.  Data is being collected from 34 participants through development process in order to examine the emerging issues pertaining to system leadership within academy trusts.<br /><br />This is a mixed methods approach that is predominately qualitative.  Much of the enquiry is based on open questions in the first instance with little use of a priori coding.  This approach is particularly true of the individual interviews which has led to the initial analysis being based on the process of open coding in order to identify categories which would emerge as the data was examined.  Face to face interviews were conducted individually with Chief Executive Officers which were audio recorded and professional transcribed.  Subsequent analysis was undertaken through a process of open coding in order to develop categories of leadership issues, challenges and behaviours that were evident in the establishment and continued growth of the medium size MATs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="58b1aa3127bd9d20cf8b9437ff663349" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54264007,"asset_id":34376375,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54264007/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34376375"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div 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(MATs","internal_url":"https://www.academia.edu/34376375/Leadership_issues_in_emerging_multi_academy_trusts_MATs","owner_id":32068949,"coauthors_can_edit":true,"owner":{"id":32068949,"first_name":"Trevor","middle_initials":"","last_name":"Male","page_name":"TrevorMale","domain_name":"ioe","created_at":"2015-06-10T10:09:27.755-07:00","display_name":"Trevor 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wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ioe.academia.edu/TrevorMale">Trevor Male</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://ucl.academia.edu/MaxCoates">Max Coates</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There has been an accelerating policy shift in England towards a system led improvement process f...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There has been an accelerating policy shift in England towards a system led improvement process for compulsory education, based on the principle of schools having greater autonomy.  This government strategy has seen the rapid and further intended growth of academies and free schools which are funded directly by central government.  Local Authorities have no statutory oversight or responsibility for the performance of academies.  This radical policy has fundamentally changed the concepts of school governance and leadership within the country, with the preferred structure for supporting individual schools becoming the creation of Multi-Academy Trusts (MATs).  In this model groups of schools are joined through the establishment of a trust which oversees them through a corporate structure.<br /><br />This paper reports on the first stage of research into leadership within MATs which explores the issues and challenges they face as they take on the strategic ambitions of central government in this emerging era.  The data that informs the findings from this research are being gathered from semi-structured interviews with a voluntary sample of participants from development programmes being run by the UCL Institute of Education for executive leaders in MATs.  Two programmes have run since November 2016, one aimed at senior teams in small to medium size MATs while the second is aimed at Chief Executives in  Church of England trusts.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1995e1ea081a49de510b2f77c6092e66" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53797703,"asset_id":33812322,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53797703/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33812322"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i 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How an Urban Secondary School in an Area of Sustained Poverty in England Continues to Improve</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Copy of PowerPoint presentation made at UCD Dublin for ECER Conference on 23rd August 2016. </span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c06fb8d3246599e31fa96fe560237921" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48256984,"asset_id":27956576,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48256984/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="27956576"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="27956576"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27956576; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=27956576]").text(description); $(".js-view-count[data-work-id=27956576]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 27956576; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='27956576']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c06fb8d3246599e31fa96fe560237921" } } $('.js-work-strip[data-work-id=27956576]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":27956576,"title":"Presentation: Critical Hope or Principled Infidelity? 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Unpublished paper which I wrote in 1995 and recently...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A critical review of Chicago SChool Reform.  Unpublished paper which I wrote in 1995 and recently discovered on some old floppy disks!</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2aaebaa10d90fdac8766c50c33f58a6c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61066510,"asset_id":40785634,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61066510/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40785634"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40785634"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40785634; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="28527290"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/28527290/Leadership_in_Multi_Academy_Trusts"><img alt="Research paper thumbnail of Leadership in Multi-Academy Trusts" class="work-thumbnail" src="https://attachments.academia-assets.com/54089831/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/28527290/Leadership_in_Multi_Academy_Trusts">Leadership in Multi-Academy Trusts</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This new avenue of personal research will be undertaken mainly through my role at the London Cent...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This new avenue of personal research will be undertaken mainly through my role at the London Centre for Leadership in Learning where I will be leading on the evaluation of new development programmes we will be running for executives of multiple academy trusts (MATs) in England from November, 2016.  The intention is to gather data from participants in the development programmes in order to reveal the emerging issues pertaining to system leadership within academy trusts.  I will be part of a larger team from the UCL Institute of Education led by Professor Toby Greany.<br /><br />The concept of a national system of state funded schools is undergoing radical change at the moment in the face of a concerted government policy to develop academies (and free schools) as the bedrock of a school led self-improving system.  In this context the notion of a national school system becomes concentrated into more localised collaborative structures and, in particular, to MATs.  The project seeks to investigate how leadership is enacted within MATs and thus corresponds to the general tenets of systems theory, which are based on the principle of self-regulating systems formed of a configuration of parts connected and joined together by a web of relationships.<br /><br />MATs could be seen as relatively closed systems as they are intended to enjoy a high degree of independence, certainly from local government, but as state maintained school provision they will be open to the wider social environment and be expected to interact with other agencies and providers.  Consequently, this research will seek to understand how leaders interact both within MATs and within the wider social context of England.<br /><br />Methodologically in the first instance the research will consist mainly of individual or group interviews during the programme, with the possibility of some follow up work over the succeeding months.  We will also make use of reflective comments made by participants in personal portfolios or blogs as part of the programme.  The project proposal is currently under review by the UCL Research Ethics Committee with approval expected in the near future and before the start of the executive development programme.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fd4b86a0a4a9548758c19bce652b9705" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54089831,"asset_id":28527290,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54089831/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28527290"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28527290"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28527290; 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