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| Content Provider | Springer Nature Link |
|---|---|
| Author | Thomson, Pat Sanders, Ethel |
| Copyright Year | 2009 |
| Abstract | Schools in England have been required to adopt and adapt an ongoing series of policy initiatives: some however are offered on an ‘opt-in’ basis. This paper examines one such ‘offer,’ that of Creative Partnerships, a programme which provides schools in designated deprived areas the opportunity to work with creative practitioners in order to change both classroom practice and whole schools. We report here on the snapshot phase of a national study, using a corpus of multi-method qualitative data from 40 schools. We suggest that headteachers saw different opportunities in the CP offer but what actually happened in the school related to three interwoven strands: the situatedness of the school, the headteacher’s stance towards change, and the architecture of change management. Our analysis, which highlights the ways in which many of the schools were unable to ‘spread and embed’ the pedagogical changes supported through CP, suggests that the majority of heads could benefit from involvement in explicit discussion about ‘unofficial’—and more democratic—approaches to leading and managing change. |
| Starting Page | 63 |
| Ending Page | 83 |
| Page Count | 21 |
| File Format | |
| ISSN | 13892843 |
| Journal | Journal of Educational Change |
| Volume Number | 11 |
| Issue Number | 1 |
| e-ISSN | 15731812 |
| Language | English |
| Publisher | Springer Netherlands |
| Publisher Date | 2009-04-12 |
| Publisher Place | Dordrecht |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Creativity Change management Leadership England Administration, Organization and Leadership Educational Policy and Politics |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education |
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