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ERIC Number: EJ803564
Record Type: Journal
Publication Date: 2007
Pages: 6
Abstractor: ERIC
ISSN: ISSN-0892-0206
Morality, Power and Leadership--Primary School Perspectives
Hammersley-Fletcher, Linda
Management in Education, v21 n4 p19-24 2007
The Education Reform Act of 1988 introduced both a National Curriculum and a regime of inspection designed to ensure that schools were adequately meeting the demands of this curriculum. At the same time schools were being given greater autonomy through the increased powers of the governing body and open enrolment. Rather than add to the freedoms of schools these changes led to rapidly increasing responsibilities with autonomy, accountability and market forces all being thrust at schools. Thus rather than facilitating schools to act creatively it could be argued that pressures of competition and a centrally prescribed curriculum against which their success would be measured ensured that schools more closely conformed to government agendas. It is then a matter for question whether in a climate of such extensive accountability, teachers in the classroom are able to cut through the detail of the prescribed curriculum to concentrate on creative approaches to teaching, rather than simply on delivering the content. In order to do this teachers need a clear educational perspective from which they can mediate and prioritise change and one that enables them to develop and act upon their beliefs about education. This article looks at research conducted by the author over the last ten years and considers the ways in which primary school staff derive and develop their educational perspectives, who mediates these perspectives and the role of leadership in this process.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education Reform Act 1988 (England)