Gillian Forrester
Biographic Data
| ID | 4605629 |
|---|---|
| NAME | Gillian Forrester |
| GIVEN NAMES | Gillian |
| FAMILY NAME | Forrester |
| SIGNATURE | FORRESTER G |
| AFFILIATIONS | Liverpool John Moores University |
| ORCID | 0000-0002-6162-3645 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 35 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Illusionary, silencing and civilising – (un)democratic practices in school governance
Successive British Governments have promulgated policies and initiatives that have not only resulted in the marketisation of education but have, arguably, constructed a democratic deficit in relation to who represents the local in a neoliberal educational context. The article utilises a conceptual framework which encompasses notions of civility and somatic norms as well as evaluative models of deliberative democratic systems. The article illumina…
Brand advantage, risk mitigation, and the illusion of democracy
This research explores the relationship between multi-academy trust (MAT) brand objectives, brand advantage and subsequent risk mitigation strategies utilised to position MATs in England in a notional hierarchy. This is exemplified through empirical case-study research: the Co-operative Academies Trust model of school governance; the roles and practices established for participants in decision-making within it, as well as its stated commitment to…
Mind the aspiration gap
This article reports on research investigating the aspirations of pupils in primary schools located in low-socioeconomic areas in one English county. The research adopted a qualitative approach to explore aspirations, self-efficacy, opinions regarding the merits of investment in education, and notions of perceived future selves. The research also considered the expectations of parents and teachers providing insight into how they support children'…
It starts with me!” Teachers’ shifting perspectives on developing their practice away from fixed ability grouping
The negative and pernicious effects of fixed ability grouping in primary school classrooms are well-documented internationally. This case study of fifteen primary school teachers in England, used three cycles of practice exploration in mathematics, over a six-month period, providing opportunities for practitioners to consider the barriers and benefits of implementing an alternate, principle-based approach to fixed ability grouping. The teachers' …
Developing a framework for effective audio feedback
The increase in the use of technology-enhanced learning in higher education has included a growing interest in new approaches to enhance the quality of feedback given to students. Audio feedback is one method that has become more popular, yet evaluating its role in feedback delivery is still an emerging area for research. This paper is based on a small-scale study which examined the perceptions of first and final-year undergraduates who received …
Leading educational change wisely
Leading educational change wisely, by Christopher M. Branson, Rotterdam, Sense Publishers, 2010, 139 pp., £65 (hardback), ISBN 978-9-4609-1255-9; £25 (paperback), ISBN 978-9-4609-1254-2 Christopher
New Labour and the logic of practice in educational reform
The paper draws on data and theorising from the Knowledge Production in Educational Leadership (KPEL) Project where we have investigated New Labour's education policy and investment in headteachers as school leaders in England. New Labour took up office in May 1997 with a modernisation agenda and the leadership of schools is central to this strategy. There have been a number of changes to the status and work of headteachers and a national trainin…
School leadership and education policy-making in England
We report on a major Economic and Social Science Research Council funded study: the Knowledge production in educational leadership Project (RES-000-23-1192), with a particular focus on the relationship between the state, public policy and knowledge. The project focused on the first 10 years of New Labour education policy-making, with a particular emphasis on investment in school leadership as a means of delivering radical reforms. The specific ai…
New Labour and School Leadership 1997–2007
We draw on empirical data and theorising that focuses on the relationship between the state, public policy and knowledge in the construction and configuration of school leadership under New Labour from 1997. Specifically we show how a school leadership policy network comprises people in different locations who operate as policy entrepreneurs in shaping policy
Art and Emancipation in Jamaica
BOOKArt and Emancipation in Jamaica: Isaac Mendes Belisario and His WorldsTim Barringer, Gillian Forrester, Barbaro Martinez-Ruiz https://doi.org/10.37862/aaeportal.00018 Stable URL: https://aaeportal.com/?id=-18620Copy Coinciding with the bicentenary of the abolition of the British slave trade, this multi-disciplinary volume chronicles the iconography of sugar, slavery, and the topography of Jamaica from the beginning of British rule in 1655 to …
All in a day's work
This article discusses the current nature of primary teachers' work, which is explored in terms of 'performing' and 'caring' activities. It considers how the education policies of successive Governments in the UK, particularly for England, have given rise to a 'performance culture' in primary schools which emphasises targets, testing and tables and is overly concerned with the monitoring and measurement of teachers' work. The article examines tea…
Professional autonomy versus managerial control
This article examines the relationship between primary teachers' professional autonomy and the increasing managerial control over teachers' work. It considers how the education policies of successive Conservative and New Labour administrations in Britain have tightened central control over education undermining teacher discretion and directly impacting upon the labour process of the professionals concerned. The research was undertaken in an Engli…
All in a day's work
This article discusses the current nature of primary teachers' work, which is explored in terms of 'performing' and 'caring' activities. It considers how the education policies of successive Governments in the UK, particularly for England, have given rise to a 'performance culture' in primary schools which emphasises targets, testing and tables and is overly concerned with the monitoring and measurement of teachers' work. The article examines tea…
School leadership and education policy-making in England
We report on a major Economic and Social Science Research Council funded study: the Knowledge production in educational leadership Project (RES-000-23-1192), with a particular focus on the relationship between the state, public policy and knowledge. The project focused on the first 10 years of New Labour education policy-making, with a particular emphasis on investment in school leadership as a means of delivering radical reforms. The specific ai…
New Labour and School Leadership 1997–2007
We draw on empirical data and theorising that focuses on the relationship between the state, public policy and knowledge in the construction and configuration of school leadership under New Labour from 1997. Specifically we show how a school leadership policy network comprises people in different locations who operate as policy entrepreneurs in shaping policy
Professional autonomy versus managerial control
This article examines the relationship between primary teachers' professional autonomy and the increasing managerial control over teachers' work. It considers how the education policies of successive Conservative and New Labour administrations in Britain have tightened central control over education undermining teacher discretion and directly impacting upon the labour process of the professionals concerned. The research was undertaken in an Engli…
New Labour and the logic of practice in educational reform
The paper draws on data and theorising from the Knowledge Production in Educational Leadership (KPEL) Project where we have investigated New Labour's education policy and investment in headteachers as school leaders in England. New Labour took up office in May 1997 with a modernisation agenda and the leadership of schools is central to this strategy. There have been a number of changes to the status and work of headteachers and a national trainin…
Brand advantage, risk mitigation, and the illusion of democracy
This research explores the relationship between multi-academy trust (MAT) brand objectives, brand advantage and subsequent risk mitigation strategies utilised to position MATs in England in a notional hierarchy. This is exemplified through empirical case-study research: the Co-operative Academies Trust model of school governance; the roles and practices established for participants in decision-making within it, as well as its stated commitment to…
Illusionary, silencing and civilising – (un)democratic practices in school governance
Successive British Governments have promulgated policies and initiatives that have not only resulted in the marketisation of education but have, arguably, constructed a democratic deficit in relation to who represents the local in a neoliberal educational context. The article utilises a conceptual framework which encompasses notions of civility and somatic norms as well as evaluative models of deliberative democratic systems. The article illumina…
Professional autonomy versus managerial control
This article examines the relationship between primary teachers' professional autonomy and the increasing managerial control over teachers' work. It considers how the education policies of successive Conservative and New Labour administrations in Britain have tightened central control over education undermining teacher discretion and directly impacting upon the labour process of the professionals concerned. The research was undertaken in an Engli…
All in a day's work
This article discusses the current nature of primary teachers' work, which is explored in terms of 'performing' and 'caring' activities. It considers how the education policies of successive Governments in the UK, particularly for England, have given rise to a 'performance culture' in primary schools which emphasises targets, testing and tables and is overly concerned with the monitoring and measurement of teachers' work. The article examines tea…
Art and Emancipation in Jamaica
BOOKArt and Emancipation in Jamaica: Isaac Mendes Belisario and His WorldsTim Barringer, Gillian Forrester, Barbaro Martinez-Ruiz https://doi.org/10.37862/aaeportal.00018 Stable URL: https://aaeportal.com/?id=-18620Copy Coinciding with the bicentenary of the abolition of the British slave trade, this multi-disciplinary volume chronicles the iconography of sugar, slavery, and the topography of Jamaica from the beginning of British rule in 1655 to …
New Labour and School Leadership 1997–2007
We draw on empirical data and theorising that focuses on the relationship between the state, public policy and knowledge in the construction and configuration of school leadership under New Labour from 1997. Specifically we show how a school leadership policy network comprises people in different locations who operate as policy entrepreneurs in shaping policy
School leadership and education policy-making in England
We report on a major Economic and Social Science Research Council funded study: the Knowledge production in educational leadership Project (RES-000-23-1192), with a particular focus on the relationship between the state, public policy and knowledge. The project focused on the first 10 years of New Labour education policy-making, with a particular emphasis on investment in school leadership as a means of delivering radical reforms. The specific ai…
New Labour and the logic of practice in educational reform
The paper draws on data and theorising from the Knowledge Production in Educational Leadership (KPEL) Project where we have investigated New Labour's education policy and investment in headteachers as school leaders in England. New Labour took up office in May 1997 with a modernisation agenda and the leadership of schools is central to this strategy. There have been a number of changes to the status and work of headteachers and a national trainin…
Leading educational change wisely
Leading educational change wisely, by Christopher M. Branson, Rotterdam, Sense Publishers, 2010, 139 pp., £65 (hardback), ISBN 978-9-4609-1255-9; £25 (paperback), ISBN 978-9-4609-1254-2 Christopher
Developing a framework for effective audio feedback
The increase in the use of technology-enhanced learning in higher education has included a growing interest in new approaches to enhance the quality of feedback given to students. Audio feedback is one method that has become more popular, yet evaluating its role in feedback delivery is still an emerging area for research. This paper is based on a small-scale study which examined the perceptions of first and final-year undergraduates who received …
Mind the aspiration gap
This article reports on research investigating the aspirations of pupils in primary schools located in low-socioeconomic areas in one English county. The research adopted a qualitative approach to explore aspirations, self-efficacy, opinions regarding the merits of investment in education, and notions of perceived future selves. The research also considered the expectations of parents and teachers providing insight into how they support children'…
It starts with me!” Teachers’ shifting perspectives on developing their practice away from fixed ability grouping
The negative and pernicious effects of fixed ability grouping in primary school classrooms are well-documented internationally. This case study of fifteen primary school teachers in England, used three cycles of practice exploration in mathematics, over a six-month period, providing opportunities for practitioners to consider the barriers and benefits of implementing an alternate, principle-based approach to fixed ability grouping. The teachers' …
Illusionary, silencing and civilising – (un)democratic practices in school governance
Successive British Governments have promulgated policies and initiatives that have not only resulted in the marketisation of education but have, arguably, constructed a democratic deficit in relation to who represents the local in a neoliberal educational context. The article utilises a conceptual framework which encompasses notions of civility and somatic norms as well as evaluative models of deliberative democratic systems. The article illumina…
Brand advantage, risk mitigation, and the illusion of democracy
This research explores the relationship between multi-academy trust (MAT) brand objectives, brand advantage and subsequent risk mitigation strategies utilised to position MATs in England in a notional hierarchy. This is exemplified through empirical case-study research: the Co-operative Academies Trust model of school governance; the roles and practices established for participants in decision-making within it, as well as its stated commitment to…
Sociology (10 works) · Pedagogy (8 works) · Political science (8 works) · Teacher Education and Leadership Studies (7 works) · Economics (5 works) · Public relations (5 works) · Law (4 works) · Politics (4 works) · Psychology (4 works) · Public Administration (4 works)