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The Mediation of Acculturation: Orchestrating School Leadership Development in England

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Title: The Mediation of Acculturation: Orchestrating School Leadership Development in England
Language: English
Authors: Wallace, Mike, Tomlinson, Michael, O'Reilly, Dermot
Source: Educational Management Administration & Leadership. May 2011 39(3):261-282.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2011
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, Instructional Leadership, Principals, Government School Relationship, National Programs, Leadership Training, Public Policy, Acculturation, Educational Change, Educational Improvement, Accountability, Qualitative Research, Educational Innovation, Sanctions
Geographic Terms: United Kingdom (England)
DOI: 10.1177/1741143210393996
ISSN: 1741-1432
Abstract: Among western governments large-scale leadership development initiatives represent an increasingly deployed means of promoting the acculturation of school leaders to support educational reforms and ongoing improvement. England's sophisticated initiative centres on the National College for Leadership in Schools and Children's Services, a politically driven intervention to acculturate headteachers and other senior school staff into transformational and distributed leadership. It is linked in significant measure to government-driven reform, alongside continuous improvement efforts. Qualitative research whose focus included tracking the evolution of this initiative showed how moderate mediation, within broad structural and ideological limits, is integral to its implementation. The fostered leadership culture appeared to interact with recipients' existing organizational and wider professional cultures valuing a substantial degree of local autonomy, stimulating reinterpretation and adaptation. Yet mediation appeared ultimately to have supported the government's agenda through local adaptation of reforms and some independent innovation consistent with the reform thrust. Contemporary government policy is to promote innovation, but the continued retention of nationally set expectations, strong accountability measures, and heavy sanctions seem likely to limit its potential for promoting locally inspired educational improvement. (Contains 2 tables and 1 figure.)
Abstractor: As Provided
Number of References: 69
Entry Date: 2011
Accession Number: EJ922476
Database: ERIC
FullText Text:
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  Data: The Mediation of Acculturation: Orchestrating School Leadership Development in England
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  Data: <searchLink fieldCode="SO" term="%22Educational+Management+Administration+%26+Leadership%22"><i>Educational Management Administration & Leadership</i></searchLink>. May 2011 39(3):261-282.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 22
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Government+School+Relationship%22">Government School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22National+Programs%22">National Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Training%22">Leadership Training</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Policy%22">Public Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Acculturation%22">Acculturation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Innovation%22">Educational Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Sanctions%22">Sanctions</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1177/1741143210393996
– Name: ISSN
  Label: ISSN
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  Data: 1741-1432
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Among western governments large-scale leadership development initiatives represent an increasingly deployed means of promoting the acculturation of school leaders to support educational reforms and ongoing improvement. England's sophisticated initiative centres on the National College for Leadership in Schools and Children's Services, a politically driven intervention to acculturate headteachers and other senior school staff into transformational and distributed leadership. It is linked in significant measure to government-driven reform, alongside continuous improvement efforts. Qualitative research whose focus included tracking the evolution of this initiative showed how moderate mediation, within broad structural and ideological limits, is integral to its implementation. The fostered leadership culture appeared to interact with recipients' existing organizational and wider professional cultures valuing a substantial degree of local autonomy, stimulating reinterpretation and adaptation. Yet mediation appeared ultimately to have supported the government's agenda through local adaptation of reforms and some independent innovation consistent with the reform thrust. Contemporary government policy is to promote innovation, but the continued retention of nationally set expectations, strong accountability measures, and heavy sanctions seem likely to limit its potential for promoting locally inspired educational improvement. (Contains 2 tables and 1 figure.)
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  Data: 2011
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  Label: Accession Number
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  Data: EJ922476
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ922476
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        Value: 10.1177/1741143210393996
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
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      – SubjectFull: Principals
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      – SubjectFull: Acculturation
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      – SubjectFull: Educational Change
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: The Mediation of Acculturation: Orchestrating School Leadership Development in England
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