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Driving change from ‘the middle’: middle leading for site based educational development

Artikel i vetenskaplig tidskrift
Författare Christine Edwards-Groves
Peter Grootenboer
Ian Hardy
Karin Rönnerman
Publicerad i School Leadership and Management
Volym 39
Nummer/häfte 3-4
Sidor 315-333
ISSN 1363-2434
Publiceringsår 2019
Publicerad vid
Sidor 315-333
Språk en
Länkar https://doi.org/10.1080/13632434.20...
Ämnesord Middle leading, practice, practice architectures, professional change, site based education development, teacher leaders
Ämneskategorier Pedagogik

Sammanfattning

Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.

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