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11 – 20 of over 1000
Article
Publication date: 1 December 1997

Reynold J.S. Macpherson

Addresses briefly five complex issues in higher education: professional development spanning all categories of staff; the role of a centre of professional development (CPD) in…

527

Abstract

Addresses briefly five complex issues in higher education: professional development spanning all categories of staff; the role of a centre of professional development (CPD) in context; the philosophical framework and models within which a centre might operate; the role of a centre in strategic planning and policy formation, and the contribution that a CPD might make in assessing and enhancing quality. Develops four main arguments with regard to the CPD at the University of Auckland. The CPD should support continuous improvement, promote organizational learning, and provide policy and practical advice regarding the management of quality. It should conduct organizational research and development, primarily through international benchmarking. The CPD also needs to research the implications of information technology, especially in the reconstruction of teaching, research and organization. Above all it needs to understand its organizational role of helping to construct cultural networks of mutual moral obligations.

Details

International Journal of Educational Management, vol. 11 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 February 1993

Helen Wildy and Clive Dimmock

There is increasing support for the importance of the principal′sinstructional leadership in school effectiveness. However, there isuncertainty over the extent to which principals…

Abstract

There is increasing support for the importance of the principal′s instructional leadership in school effectiveness. However, there is uncertainty over the extent to which principals actually engage in instructional leadership tasks. Investigates the perceptions held by principals and teachers of principals′ instructional leadership in a sample of Western Australian government primary and secondary schools using the Instructional Leadership Questionnaire. Instructional leadership was found to be a shared responsibility. Principals were perceived to be least involved in “managing the curriculum” and “evaluating and providing feedback”. Primary school principals were perceived to be more responsible for instructional leadership than their secondary counterparts. Principals of very small primary schools (less than 100 students) were most involved in tasks and those of middlesized primary schools (300 to 500 students) were least involved. “Providing rewards and recognition for high quality teaching” was the only instructional leadership task perceived not to be performed by either principals or teachers in both primary and secondary schools. Principals perceived themselves to be more involved in instructional leadership tasks than their staff perceived them to be.

Details

Journal of Educational Administration, vol. 31 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 January 1987

DONALD J. WILLOWER

Some trends in thought and research over the past 25 years in educational administration are explored. Then some suggestions concerning work that could become part of the research…

Abstract

Some trends in thought and research over the past 25 years in educational administration are explored. Then some suggestions concerning work that could become part of the research agenda during the next 25 years are presented.

Details

Journal of Educational Administration, vol. 25 no. 1
Type: Research Article
ISSN: 0957-8234

Article
Publication date: 14 June 2013

Reynold Macpherson

The aim of this paper is to report the process, findings and implications of a three‐year evaluation of integrated health centres (IHCs) established in three secondary schools in…

Abstract

Purpose

The aim of this paper is to report the process, findings and implications of a three‐year evaluation of integrated health centres (IHCs) established in three secondary schools in Cornwall by the School‐Based Integrated Health Centres (SBIHC) partnership.

Design/methodology/approach

When the partners had completed the capital works, an evaluation strategy was designed for 2009‐2012 to identify the extent to which each of the IHCs was meeting the aims set for the IHCs, and each IHC and school was contributing to the aims of the SBIHC project. Formative and summative evaluation used annual case studies to apply data progressively regarding: the use, users and operations of each IHC; students’ perceptions of the user‐friendliness of the IHCs; indicators of the general health and well‐being of students and their sexual and mental health; students’ exposure to crime, substance abuse and poverty; and students’ academic achievement, attendances and exclusions. This process culminated in this paper which reports and discusses findings, suggests implications for practice, theory and research and proposes future directions for the partnership.

Findings

All three schools engaged students closely in the design and decoration of their IHCs. Student ownership was extended into the selection of Coordinators and into centre management and governance. Budehaven Community School appointed a National Health Service (NHS)‐trained Coordinator for their IHC, The Haven, a mental health worker funded for one year by the NHS. After 2009‐2010, his responsibilities were shared by the NHS‐trained Receptionist and the Manager, an Assistant Headteacher. During Year 3, Budehaven added a “co‐location” building, Kevren. About 37 professionals are now located in or visit The Haven and Kevren. Student footfall doubled to about 4,000 in the second year and increased by another 25 per cent in the third year. The wide range of general, mental and sexual health services were highly valued by the students. The Crayon, the IHC in Hayle Community School, achieved a similar footfall over three years. It started with a Receptionist and the Pupil Welfare Officer. The Manager, a Deputy Headteacher, and the Headteacher moving most student support services into the IHC at the end of Year 1. From then on the Crayon had three full‐time professionals. By the end of Year 3, the Crayon had reached the limits of its facilities. A solely positive association was found between IHC usage and measured improvements to mental health and academic progress. The IHC in Penair School, Bywva, developed a wide range of general, sexual and mental health services, attracted a similarly strong footfall, and also reached capacity in Year 3. Penair refined their IHC's line management by an Assistant Headteacher and coordination by a Lead.

Originality/value

This paper offers a new conceptual model of the SBIHC model of health care centred on the reciprocity and integrity of relationships between students and professionals.

Details

International Journal of Educational Management, vol. 27 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 August 1999

Reynold J.S. Macpherson

This paper reports a policy research project intended to clarify the accountability processes and criteria that should be used to collect data, report and improve the quality of…

1631

Abstract

This paper reports a policy research project intended to clarify the accountability processes and criteria that should be used to collect data, report and improve the quality of learning, teaching and leadership in Tasmania. Its outcomes informed the design of a new three‐year school review process that seeks to integrate local governance, school planning, action research evaluation, external reviews, and systemic performance monitoring. Behind the recommended policy is a touchstone set of processes and criteria that comprise a theory of mutual and educative accountability. This theory represents an attempt to reconcile centralism with pluralism, exhibits liberal, democratic and limited forms of community government, anticipates educative forms of leadership, and values communitarian over collegial and individualistic forms of professionalism.

Details

Journal of Educational Administration, vol. 37 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 May 1996

R.J.S. Macpherson and Barbara Vann

Suggests bereavement strategies for educative leaders. Reports action research that helped a school community come to terms with the effects of a staff member committing suicide…

1970

Abstract

Suggests bereavement strategies for educative leaders. Reports action research that helped a school community come to terms with the effects of a staff member committing suicide. Summarizes the advice to the principal from an external counsellor; the stages that people go through in learning how to cope with trauma, coming to terms with loss and negotiating a new stable state. Shows that the school community experienced extremes of emotion and a collapse of confidence and professional legitimacy. Argues that bereavement processes and particular strategies at each stage should be justified in terms of consequences. Finds the principal was central to the politics of grief. Examines different micro‐political leadership styles and suggests a fifth, more educative approach.

Details

Journal of Educational Administration, vol. 34 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Abstract

Details

A Developmental and Negotiated Approach to School Self-Evaluation
Type: Book
ISBN: 978-1-78190-704-7

Article
Publication date: 1 February 1991

Roslyn Moorhead and William Nediger

A two‐year study of four effective secondary school principalsgenerated the hypothesis that a principal′s actions can be representedby a value‐based model in which beliefs and…

Abstract

A two‐year study of four effective secondary school principals generated the hypothesis that a principal′s actions can be represented by a value‐based model in which beliefs and values lead to goals, thereafter to activities (and constraints) and finally to outcomes. The model is conceptualised as consisting of a set of four states, values, goals, behaviours and outcomes, which can be represented formally by a Markov chain. Each of the four principals held significantly different value sets, but the analysis of the data from “Profile of the School” questionnaires indicate that no one value set brings about more effective leadership than another.

Details

Journal of Educational Administration, vol. 29 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 14 August 2019

Reynold Macpherson and Barbara Vann

The purpose of this paper evaluates the capacity of the Cornwall Foundation Trust (CFT) of the National Health Service (NHS) to implement the UK Government’s children and young…

Abstract

Purpose

The purpose of this paper evaluates the capacity of the Cornwall Foundation Trust (CFT) of the National Health Service (NHS) to implement the UK Government’s children and young people’s mental health strategy through its school-based integrated health centre (SBIHC) delivery model.

Design/methodology/approach

This evaluation uses six case studies of SBIHCs to indicate the general effectiveness of this delivery model and its capacity to implement the three core proposals of the Government’s strategy. The core proposals are: to encourage all schools and colleges to identify and train a designated senior lead (DSL) for mental health; to fund new mental health support teams (MHSTs); and to develop strategies to meet the proposed four-week waiting time for access to specialist NHS mental health services.

Findings

This evaluation found that the Duchy Health Charity and CFT piloted a new delivery model in three SBIHCs from 2009 that successfully integrated health and educational services to children and adolescents, including general health and well-being and sexual and mental health and, more recently, integrated welfare services.

Research limitations/implications

The main research implication is that longitudinal case studies of organisational innovations can reveal the subtleties of educational management in context and potentially inform advances elsewhere consistent with national policy developments.

Practical implications

The main practical implication is that the SBIHCs at Penair Community School, Budehaven Community School, Hayle Community School, Looe Community Academy, Treviglas Community Academy and Wadebridge Community School should each be recognised as a “trailblazer site” in the implementation of the Government’s children and young people’s mental health strategy.

Social implications

Mandatory secondary education is the last opportunity that the UK society has to embed knowledge, skills and attitudes needed for the life-long self-management of health. The CFT’s SBIHC model trialled since 2009 has successfully integrated health and educational services to children and adolescents, including general health and well-being and sexual and mental health and, more recently, integrated welfare services.

Originality/value

This evaluation research is unique. It reports that the CFT’s SBIHC model is the first and only organisational innovation at a system level in the UK that has successfully integrated health and education services to children and adolescents.

Details

International Journal of Educational Management, vol. 33 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 January 1988

COLIN W. EVERS

In this paper, which was presented at the joint annual conferences of the Philosophy of Education Society of Australasia and the Group for Research in Educational Administration…

665

Abstract

In this paper, which was presented at the joint annual conferences of the Philosophy of Education Society of Australasia and the Group for Research in Educational Administration and Theory held at the University of New England, Armidale, in September 1986, the author examines, from the perspective of the new philosophy of science, some of the arguments of two important critics of traditional views of science of administration; notably the arguments of Richard Bates and Thomas Greenfield. The author concludes that the new emerging views of science can sustain a science of administration that escapes their major criticisms.

Details

Journal of Educational Administration, vol. 26 no. 1
Type: Research Article
ISSN: 0957-8234

11 – 20 of over 1000