Rethinking leadership: perspectives on remodelling practice

Research output: Contribution to journal › Article

Standard

Rethinking leadership: perspectives on remodelling practice. / Rayner, Stephen; Gunter, Helen.

In: Educational Review, Vol. 57, No. 2, 10.01.2005, p. 151-161.

Research output: Contribution to journal › Article

Harvard

Rayner, S & Gunter, H 2005, 'Rethinking leadership: perspectives on remodelling practice', Educational Review, vol. 57, no. 2, pp. 151-161. https://doi.org/10.1080/0013191042000308332

APA

Rayner, S., & Gunter, H. (2005). Rethinking leadership: perspectives on remodelling practice. Educational Review, 57(2), 151-161. https://doi.org/10.1080/0013191042000308332

Vancouver

Rayner S, Gunter H. Rethinking leadership: perspectives on remodelling practice. Educational Review. 2005 Jan 10;57(2):151-161. https://doi.org/10.1080/0013191042000308332

Author

Rayner, Stephen ; Gunter, Helen. / Rethinking leadership: perspectives on remodelling practice. In: Educational Review. 2005 ; Vol. 57, No. 2. pp. 151-161.

Bibtex

@article{bc35ae881e944c27b2c8668eb79fb0b5,
title = "Rethinking leadership: perspectives on remodelling practice",
abstract = "This article describes forms of educational leadership observed as part of an evaluation of the Transforming School Workforce Pilot Pathfinder Project in England commissioned by the UK Government. The 32 Pilot Schools made interventions in organizational practice in ways that required them to think differently about leadership. Changes in the number, type and deployment of the school workforce combined with thinking about the nature of work have challenged existing practices. In particular, a focus on change management teams drawn from the whole school workforce and supported by an external school workforce advisor required schools to examine the nature of decision-making and participation. In this article we draw on case study evidence from eight schools and through this examine the implications of the Project for how leadership is understood and practiced. We intend to critically engage with the current popularity for distributed leadership by examining the models of practice in the Pathfinder schools and the potential that distribution theories of educational leadership have for the workforce, for students, and for the wider community.",
author = "Stephen Rayner and Helen Gunter",
year = "2005",
month = jan,
day = "10",
doi = "10.1080/0013191042000308332",
language = "English",
volume = "57",
pages = "151--161",
journal = "Educational Review",
issn = "0013-1911",
publisher = "Taylor & Francis",
number = "2",

}

RIS

TY - JOUR

T1 - Rethinking leadership: perspectives on remodelling practice

AU - Rayner, Stephen

AU - Gunter, Helen

PY - 2005/1/10

Y1 - 2005/1/10

N2 - This article describes forms of educational leadership observed as part of an evaluation of the Transforming School Workforce Pilot Pathfinder Project in England commissioned by the UK Government. The 32 Pilot Schools made interventions in organizational practice in ways that required them to think differently about leadership. Changes in the number, type and deployment of the school workforce combined with thinking about the nature of work have challenged existing practices. In particular, a focus on change management teams drawn from the whole school workforce and supported by an external school workforce advisor required schools to examine the nature of decision-making and participation. In this article we draw on case study evidence from eight schools and through this examine the implications of the Project for how leadership is understood and practiced. We intend to critically engage with the current popularity for distributed leadership by examining the models of practice in the Pathfinder schools and the potential that distribution theories of educational leadership have for the workforce, for students, and for the wider community.

AB - This article describes forms of educational leadership observed as part of an evaluation of the Transforming School Workforce Pilot Pathfinder Project in England commissioned by the UK Government. The 32 Pilot Schools made interventions in organizational practice in ways that required them to think differently about leadership. Changes in the number, type and deployment of the school workforce combined with thinking about the nature of work have challenged existing practices. In particular, a focus on change management teams drawn from the whole school workforce and supported by an external school workforce advisor required schools to examine the nature of decision-making and participation. In this article we draw on case study evidence from eight schools and through this examine the implications of the Project for how leadership is understood and practiced. We intend to critically engage with the current popularity for distributed leadership by examining the models of practice in the Pathfinder schools and the potential that distribution theories of educational leadership have for the workforce, for students, and for the wider community.

UR - http://www.scopus.com/inward/record.url?scp=12844266886&partnerID=8YFLogxK

U2 - 10.1080/0013191042000308332

DO - 10.1080/0013191042000308332

M3 - Article

VL - 57

SP - 151

EP - 161

JO - Educational Review

JF - Educational Review

SN - 0013-1911

IS - 2

ER -