Tim Simkins
Biographic Data
| ID | 4386909 |
|---|---|
| NAME | Tim Simkins |
| GIVEN NAMES | Tim |
| FAMILY NAME | Simkins |
| SIGNATURE | SIMKINS T |
| AFFILIATIONS | Sheffield Hallam University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Local authorities as actors in the emerging “school-led” system in England
Most research to date about the English government’s policy to make schools independent of local authorities (LAs) has looked at the “macro” level of national policy and at the “micro” level of the institution. The study of which this article is a part explores changes at the “meso” level of the locality. Over a period of six years, 52 semi-structured interviews were carried out with key actors at school, LA and local system levels in three areas…
The positions of primary and secondary schools in the English school field
In interviews as part of a research study of structural reform in England, some tension between primary head teachers and their secondary peers was evident. This was symptomatic of a long-standing difference in status between the two phases. At a time when relations between stakeholders in local systems are subject to change, we seek to understand anew why that might be the case and how the tension we found was evidence of a current difference of…
Governance of Education in the United Kingdom
This article considers how structures and processes of governance in education have changed in England, Wales, Scotland and Northern Ireland over recent years, setting this discussion within the context of debates about the nature of governance and governing in public services more generally. It is argued, firstly, that governance needs to be considered as a comprehensive concept that encompasses both the role of the state and the range of other …
Education reform and managerialism
This paper explores the organizational and management consequences of the changing policy environment facing public sector education in England and Wales over the past 10 years. In particular it considers how far arguments about the replacement of older ‘bureau-professional’ forms of organizational order by more ‘managerialist’ forms in the public sector in general can be applied to the specific case of education. The paper begins by reviewing th…
Efficiency, effectiveness and the local management of schools
This paper reviews selected parts of the recent empirical literature on the consequences of LMS with particular reference to the latter's potential for influencing school efficiency and effectiveness. It explores three areas: the effects of formula funding, patterns of resource allocation within schools and changing patterns of influence in school decision making. It suggests that LMS may be efficiency enhancing, but the evidence primarily relate…
Changing the formula
Efficiency, effectiveness and the local management of schools
This paper reviews selected parts of the recent empirical literature on the consequences of LMS with particular reference to the latter's potential for influencing school efficiency and effectiveness. It explores three areas: the effects of formula funding, patterns of resource allocation within schools and changing patterns of influence in school decision making. It suggests that LMS may be efficiency enhancing, but the evidence primarily relate…
Education reform and managerialism
This paper explores the organizational and management consequences of the changing policy environment facing public sector education in England and Wales over the past 10 years. In particular it considers how far arguments about the replacement of older ‘bureau-professional’ forms of organizational order by more ‘managerialist’ forms in the public sector in general can be applied to the specific case of education. The paper begins by reviewing th…
The positions of primary and secondary schools in the English school field
In interviews as part of a research study of structural reform in England, some tension between primary head teachers and their secondary peers was evident. This was symptomatic of a long-standing difference in status between the two phases. At a time when relations between stakeholders in local systems are subject to change, we seek to understand anew why that might be the case and how the tension we found was evidence of a current difference of…
Governance of Education in the United Kingdom
This article considers how structures and processes of governance in education have changed in England, Wales, Scotland and Northern Ireland over recent years, setting this discussion within the context of debates about the nature of governance and governing in public services more generally. It is argued, firstly, that governance needs to be considered as a comprehensive concept that encompasses both the role of the state and the range of other …
Changing the formula
Efficiency, effectiveness and the local management of schools
This paper reviews selected parts of the recent empirical literature on the consequences of LMS with particular reference to the latter's potential for influencing school efficiency and effectiveness. It explores three areas: the effects of formula funding, patterns of resource allocation within schools and changing patterns of influence in school decision making. It suggests that LMS may be efficiency enhancing, but the evidence primarily relate…
Education reform and managerialism
This paper explores the organizational and management consequences of the changing policy environment facing public sector education in England and Wales over the past 10 years. In particular it considers how far arguments about the replacement of older ‘bureau-professional’ forms of organizational order by more ‘managerialist’ forms in the public sector in general can be applied to the specific case of education. The paper begins by reviewing th…
Governance of Education in the United Kingdom
This article considers how structures and processes of governance in education have changed in England, Wales, Scotland and Northern Ireland over recent years, setting this discussion within the context of debates about the nature of governance and governing in public services more generally. It is argued, firstly, that governance needs to be considered as a comprehensive concept that encompasses both the role of the state and the range of other …
The positions of primary and secondary schools in the English school field
In interviews as part of a research study of structural reform in England, some tension between primary head teachers and their secondary peers was evident. This was symptomatic of a long-standing difference in status between the two phases. At a time when relations between stakeholders in local systems are subject to change, we seek to understand anew why that might be the case and how the tension we found was evidence of a current difference of…
Local authorities as actors in the emerging “school-led” system in England
Most research to date about the English government’s policy to make schools independent of local authorities (LAs) has looked at the “macro” level of national policy and at the “micro” level of the institution. The study of which this article is a part explores changes at the “meso” level of the locality. Over a period of six years, 52 semi-structured interviews were carried out with key actors at school, LA and local system levels in three areas…
Political science (6 works) · Sociology (5 works) · Economics (4 works) · Pedagogy (4 works) · Law (3 works) · Law (3 works) · Public Administration (3 works) · Public relations (3 works) · Teacher Education and Leadership Studies (3 works) · Diverse Education Studies and Reforms (2 works)