School Governor Regulation in England's Changing Education Landscape

Autor/in	Baxter, Jacqueline
Titel	School Governor Regulation in England's Changing Education Landscape
Quelle	In: Educational Management Administration & Leadership, 45 (2017) 1, S.20-39 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143215587306
Schlagwörter	Foreign Countries; Educational Change; Boards of Education; Accountability; Governance; School Administration; Board of Education Role; Principals; Inspection; Conflict; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Ausschuss; Verantwortung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Principal; Schulleiter; Prüfverfahren; Konflikt
Abstract	The changing education landscape in England, combined with a more rigorous form of governor regulation in the form of the Ofsted 2012 Inspection Framework, are together placing more demands than ever before on the 300,000 volunteer school governors in England. These school governors are, in many cases, directly accountable to the Secretary of State for Education. Using a form of Goffman's frame analysis and drawing on theory which indicates that head teachers and inspection reports are highly influential regarding the ways in which governors make sense of their environment and accountability, this paper traces the development of a system which is highly specific to England, in order to evaluate to what extent present governor regulatory accountabilities can be seen as either conflicting or in harmony with head teacher and inspector understandings of the role. The paper concludes that there is considerable evidence that the current regulatory framework combined with conflicting and often contradictory head teacher and inspector understandings of governance is giving rise to what Koppell terms "Multiple Accountabilities Disorder" and that this is creating tensions in the system of education governance and regulation in England. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01