Competition, cream‐skimming and department performance within secondary schools1

Davies, Peter; Telhaj, Shqiponja; Hutton, David; Adnett, Nick; Coe, Robert S.

doi:10.1080/01411920802041707

Cited by 6 publications

(4 citation statements)

References 24 publications

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“…Leadership practice is arguably formed by such cultural shifts. For example, there is evidence of strong forces shaping leaders’ choices and actions in relation to a competitive orientation (Ball, 2009; Davies et al, 2009; Gibson and Asthana, 2000; Yates, 1999), and relationships with staff (Blackmore, 2004; Jeffrey, 2002) and learners (Johnson et al, 2008; Locker and Cropley, 2004). The degree of acceptance and or resistance is the focus of numerous studies (Hill, 1998).…”

Section: Cultural Arenasmentioning

confidence: 99%

Leading Organizational Culture

Lumby¹

2012

Educational Management Administration & Leadership

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The literature on educational leadership and management has referred to culture since at least the 1970s. Despite the concept’s mention in over one-third of articles written in this journal, there has been little in-depth engagement with how leaders might influence it and the ethical issues involved. The article argues that leadership must engage with culture as a key mediator of power within organizations. Four levels of cultural activity are suggested: the cultural context created by global phenomena; the cultures of local communities; the organizational culture; and the sub- and counter-cultures within the organization. The article considers a bifurcation in the skills assumed necessary to respond to, on one hand, multi- or intra-culture and, on the other, organizational culture. The article suggests that the degree of perceived difference from norms dictates leaders' orientation to and engagement with culture, with cultural competence generally promoted only in relation to multicultural issues. It concludes that leaders are currently ill-served by encouragement to focus on aligning the organization’s members to a single, strong culture and that the persistent surface engagement with culture may perpetuate inequalities. The need to move leaders to engage more deeply with the power and complexity of culture is indicated.

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Section: Cultural Arenasmentioning

confidence: 99%

Leading Organizational Culture

Lumby¹

2012

Educational Management Administration & Leadership

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“…In aggregation, this patterning resulted in 'an inner circuit of socially restricted schools serving a narrow social base' (p. 45) enabling a 'unity of purpose' (p. 47) that then serves as a cultural ideal for quality that masks its footing in selectivity. While a socially restrictive niche program can 'cream skim' talent within any school (Davies, Telhaj, Hutton, Adnett, & Coe, 2009) or community, these tactics will at the same time impact on the reputation, conditions and outcomes of its socially exposed, non-selective complement. For example, case studies of Australian schools offering the IB alongside the local curriculum documented how the IB program as the curriculum of choice drew the more highly qualified teachers from the other curriculum, demanding more of their time and more professional development investment than the default curriculum, while maintaining smaller class sizes.…”

Section: Restrictive Selectivitymentioning

confidence: 99%

Elite and Private Education

Doherty¹,

Pozzi²

2017

Oxford Research Encyclopedia of Education

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While meritocratic ideals assume a level playing field for educational competition, those who can may seek to tilt the field in their children’s favor to ensure better educational opportunities and the associated life rewards. A growing body of literature is researching “up” to better understand how advantage for some through the choice of elite or private schooling contributes to the relative disadvantage of others. Institutional claims to offering an “elite” education can rest on different logics such as social selectivity by dint of high fees or academic selectivity by dint of enrollments conditional on academic excellence. Private education provided by a non-government entity serves as an alternative to public sector provision for those who can afford it. The global spread of neoliberal metapolicy has fanned a general trend towards privatization. Such logics of social restriction can distinguish the whole school, niche programs of distinction within a school, or tracking practices that pool advantage in particular classes or subjects. While education policy debates wrestle with how to articulate competing ethics of excellence, inclusivity, and equity, elite branding unapologetically resolves these tensions by conflating excellence and exclusivity. To achieve and sustain elite status, however, relies on the extra work of carefully curating reputations and protecting the brand. Recent research has started to ask more difficult questions of educational privilege. Such research helps to understand: the curricular processes and nature of privilege achieved through elite and private educational choices; how such education harnesses the semblance of meritocratic competition to legitimate its forms of distinction; and the broader impact of these processes.

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“…In many cases this work focuses on implementing government directed, centrally devised and controlled policies, practice and performance. The group dynamics of teachers working together has changed, and the added pressures of meeting targets and manager objectives impacts on work (Davies et al 2009). The work of teachers now incorporates a performative professional role with the organisational structure of schools seen to 'discourage cultures of professional interaction and knowledge sharing' (Daniels 2006, 108).…”

Section: Cultural Historical Activity Theory (Chat)mentioning

confidence: 99%

Raising the standard: contradictions in the theory of student-teacher learning

Douglas

2017

European Journal of Teacher Education

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Raising the standard: contradictions in the theory of student teacher learning This article offers a critical examination of the use of teachers' standards for student teachers in teacher education in England. Using an illustrative data example of student teachers working in a school department setting, benefits of a cultural historical activity theory analysis are forwarded. The example highlights shortcomings in the current education of student teachers which is in transition owing to changes in English teacher education policy. Focusing heavily on meeting required teachers' standards, the school teaching practice in the research example does not encourage student teachers or teachers to develop their understanding of teaching. Neither is the context of the teacher education work taken into account nor personal views of participants. Ways of analysing experiences recognising the influence of schools in affecting the kinds of learning available to student teachers are needed in England in order to increase understanding of the benefits and drawbacks of different approaches to school-based teacher education.

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Competition, cream‐skimming and department performance within secondary schools1

Cited by 6 publications

References 24 publications

Leading Organizational Culture

Leading Organizational Culture

Elite and Private Education

Raising the standard: contradictions in the theory of student-teacher learning

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