ERIC Number: EJ1019233
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
How Far Is Leadership Distributed in Extended Services Provision?
Fuller, Kay; Parsons, Sarah; MacNab, Natasha; Thomas, Hywel
Educational Management Administration & Leadership, v41 n5 p598-619 Sep 2013
This study focuses on the leadership engagement of children, young people (CYP) and their families in six school-based extended services (ES) clusters in a single, large, urban local authority in England. Empirical research was carried out in two strands of activity that focused on outcomes and experiences for CYP and leaders and leadership. Document analysis of annual reports and action plans, observations of activities for CYP, a survey of CYP views, interviews and/or focus groups with parents and interviews with local authority leaders, cluster coordinators, school leaders and agency representatives was undertaken. Analysis of the data was carried out using the components of activity theory. Findings show four distinct roles for ES clusters as: (1) coordinator of resources; (2) conduit for communication; (3) hub for socially inclusive activity; and (4) mechanism of school/ES leadership accountability. The extent of CYP and parental engagement was dependent on the commitment of professionals to socially inclusive leadership and the meso- and macro-level organizational context where ES clusters could or could not access already existing partnerships. This research has implications for the implementation of the Coalition government's "Big Society" approach to service provision.
Descriptors: Foreign Countries, Participative Decision Making, Ancillary School Services, Neighborhoods, Empowerment, Leadership, Public Agencies, Governance, Social Theories, Social Integration, Children, Adolescents, Surveys, Interviews, Childhood Attitudes, Parents, Leaders, Parent Participation, Observation, Focus Groups, School Community Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)