How far is leadership distributed in extended services provision?

TY - JOUR

T1 - How far is leadership distributed in extended services provision?

AU - Fuller, Kay

N1 - Special Edition of Educational Management, Administration and Leadership: Researching Leadership - A Review of Progress

PY - 2013/9/3

Y1 - 2013/9/3

N2 - 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 componentsof 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-levelorganizational 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.

AB - 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 componentsof 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-levelorganizational 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.

KW - Big Society

KW - children's leadership

KW - distributed leadership

KW - extended services

KW - parental involvement

KW - social inclusion

U2 - 10.1177/1741143213488587

DO - 10.1177/1741143213488587

M3 - Article

VL - 41

SP - 598

EP - 619

JO - Educational Management Administration & Leadership

JF - Educational Management Administration & Leadership

SN - 1741-1432

IS - 5

ER -