Jacqueline Baxter
Dados Biográficos
| ID | 4598253 |
|---|---|
| NOME | Jacqueline Baxter |
| PRENOMES | Jacqueline |
| SOBRENOME | Baxter |
| ASSINATURA | BAXTER J |
| AFILIAÇÕES | The Open University |
| ORCID | 0000-0001-6650-2984 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 5 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
Strategy as learning in a crisis situation in education
Since the Covid-19 pandemic struck, schools across the world closed, either periodically or over a considerable time. The OECD reports that during this period, globally, over 1.2 billion children were out of the classroom. As a result, schools moved part or all of their curriculum online, teaching remotely via digital platforms. Evidence suggests that for digital learning to be successfully integrated into schools, it requires the support and vis…
Navigating from industry to higher education
In this paper, we entwine sympathetic concepts of liminality and workplace identity to capture processual, agential and emotional elements of transition for established professionals from other sectors taking up academic careers in a digitised UK business school. We undertake interpretative analysis of explicit and latent responses through three core themes exploring processes of transition , agencies of transition and emotions of transition thro…
Leading online learning during a pandemic and beyond
Emerging work around the globe has identified the impact of closing schools and moving education online during the COVID-19 pandemic has had, especially on children from disadvantaged backgrounds. Whilst research into this area is growing from both students’ and parents’ perspectives, there remains a need to explore how school leaders strategically dealt with these challenging circumstances and, crucially, what can be learned for the future to en…
The scheme of delegation as a sensemaking framework in multi-academy trusts in England
Changes to the structure of English education because of decentralisation policy, particularly since 2010, have resulted in the creation of large groupings of schools – multi-academy trusts, organisations with multi-level governance structures, set out in schemes of delegation. Although the government has demanded absolute clarity on the role and remit of each part of the structure and the relationship and reporting between them, recent research …
Factors contributing to and detracting from relational trust in leadership
Trust in leadership is a key element in organizational effectiveness and the foundations of a successful school. However, this element of leadership is underexplored in terms of empirical work, concomitantly, distrusting school cultures have been identified as inhibitors of school improvement. This paper explores trust in leadership through a relationship-based perspective of trust, taking by taking the case of eight primary schools, in South Afr…
Pandemic, a catalyst for change
Following lockdowns in 2020 owing to Covid‐19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the…
High and low performing schools in South Africa
TEST 02 - Elsevier's Scopus, the largest abstract and citation database of peer-reviewed literature. Search and access research from the science, technology, medicine, social sciences and arts and humanities fields
Strategy as learning in multi-academy trusts in England
Multi-academy trusts are groups of schools in England led by an Executive Head Teacher and a Board of Trustees. High profile failures of these organisations raise questions over the way they are strategically led. Leadership studies argue that the absence of strategic thinking is a major detractor from performance sustainability. However, creating strategy for a single organisation is very different to creating it for a collaboration. This articl…
Strategic narrative in multi‐academy trusts in England
Multi‐academy trusts ( MAT s) are now a common feature of the English educational landscape. Yet numerous high‐profile failures indicate that they present substantial challenges in terms of leadership and governance. One of the areas that most exercises school leaders and boards is the setting of strategic direction for the MAT . This includes elements such as its expansion. This article draws on 30 interviews with school leaders and trustees fro…
The Open University
Satisfactory Progress? Keywords in English School Inspection
In this paper, we explore some of the keywords around which the practice of school inspection is ordered in England. As part of a project that explores the role of inspection in governing schooling in England, Scotland and Sweden, we have examined some of the key sources through which Ofsted (The Office for Standards in Education, Children's Services and Skills) publicly announces its role and purpose. In considering these texts, we have turned t…
Strategic narrative in multi‐academy trusts in England
Multi‐academy trusts ( MAT s) are now a common feature of the English educational landscape. Yet numerous high‐profile failures indicate that they present substantial challenges in terms of leadership and governance. One of the areas that most exercises school leaders and boards is the setting of strategic direction for the MAT . This includes elements such as its expansion. This article draws on 30 interviews with school leaders and trustees fro…
Pandemic, a catalyst for change
Following lockdowns in 2020 owing to Covid‐19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the…
Satisfactory Progress? Keywords in English School Inspection
In this paper, we explore some of the keywords around which the practice of school inspection is ordered in England. As part of a project that explores the role of inspection in governing schooling in England, Scotland and Sweden, we have examined some of the key sources through which Ofsted (The Office for Standards in Education, Children's Services and Skills) publicly announces its role and purpose. In considering these texts, we have turned t…
The Open University
Strategic narrative in multi‐academy trusts in England
Multi‐academy trusts ( MAT s) are now a common feature of the English educational landscape. Yet numerous high‐profile failures indicate that they present substantial challenges in terms of leadership and governance. One of the areas that most exercises school leaders and boards is the setting of strategic direction for the MAT . This includes elements such as its expansion. This article draws on 30 interviews with school leaders and trustees fro…
Strategy as learning in multi-academy trusts in England
Multi-academy trusts are groups of schools in England led by an Executive Head Teacher and a Board of Trustees. High profile failures of these organisations raise questions over the way they are strategically led. Leadership studies argue that the absence of strategic thinking is a major detractor from performance sustainability. However, creating strategy for a single organisation is very different to creating it for a collaboration. This articl…
High and low performing schools in South Africa
TEST 02 - Elsevier's Scopus, the largest abstract and citation database of peer-reviewed literature. Search and access research from the science, technology, medicine, social sciences and arts and humanities fields
Factors contributing to and detracting from relational trust in leadership
Trust in leadership is a key element in organizational effectiveness and the foundations of a successful school. However, this element of leadership is underexplored in terms of empirical work, concomitantly, distrusting school cultures have been identified as inhibitors of school improvement. This paper explores trust in leadership through a relationship-based perspective of trust, taking by taking the case of eight primary schools, in South Afr…
Pandemic, a catalyst for change
Following lockdowns in 2020 owing to Covid‐19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the…
The scheme of delegation as a sensemaking framework in multi-academy trusts in England
Changes to the structure of English education because of decentralisation policy, particularly since 2010, have resulted in the creation of large groupings of schools – multi-academy trusts, organisations with multi-level governance structures, set out in schemes of delegation. Although the government has demanded absolute clarity on the role and remit of each part of the structure and the relationship and reporting between them, recent research …
Strategy as learning in a crisis situation in education
Since the Covid-19 pandemic struck, schools across the world closed, either periodically or over a considerable time. The OECD reports that during this period, globally, over 1.2 billion children were out of the classroom. As a result, schools moved part or all of their curriculum online, teaching remotely via digital platforms. Evidence suggests that for digital learning to be successfully integrated into schools, it requires the support and vis…
Navigating from industry to higher education
In this paper, we entwine sympathetic concepts of liminality and workplace identity to capture processual, agential and emotional elements of transition for established professionals from other sectors taking up academic careers in a digitised UK business school. We undertake interpretative analysis of explicit and latent responses through three core themes exploring processes of transition , agencies of transition and emotions of transition thro…
Leading online learning during a pandemic and beyond
Emerging work around the globe has identified the impact of closing schools and moving education online during the COVID-19 pandemic has had, especially on children from disadvantaged backgrounds. Whilst research into this area is growing from both students’ and parents’ perspectives, there remains a need to explore how school leaders strategically dealt with these challenging circumstances and, crucially, what can be learned for the future to en…
Psychology (10 obras) · Pedagogy (9 obras) · Sociology (9 obras) · Political science (7 obras) · Public relations (7 obras) · Computer Science (5 obras) · Teacher Education and Leadership Studies (5 obras) · Economics (4 obras) · Engineering (4 obras) · Mathematics education (4 obras)