Linda Hammersley-Fletcher
Biographic Data
| ID | 5240743 |
|---|---|
| NAME | Linda Hammersley-Fletcher |
| GIVEN NAMES | Linda |
| FAMILY NAME | Hammersley-Fletcher |
| SIGNATURE | HAMMERSLEY-FLETCHER L |
| AFFILIATIONS | Faculty of Education, Manchester Metropolitan Universit, Manchester, United Kingdom |
| ORCID | 0000-0002-4443-6856 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
New perspectives on middle leadership in schools in England – Persistent tensions and emerging possibilities
To afford school middle leaders meaningful opportunities to initiate change, we must provide them with the space and flexibility to engage with agentic and creative responses to policy and practice. Whilst we argue that the tensions identified in Bennett’s seminal reviews persist, there may, nonetheless, be opportunities for school middle leaders to creatively influence educational agendas. Through engaging in a critical interpretative synthesis …
Does autonomy exist? Comparing the autonomy of teachers and senior leaders in England and Turkey
Countries regarded as holding high levels of educational autonomy face a different set of constraints to that of countries with low levels of autonomy, these constraints being linked to the marketisation of schools. As schools become decentralised and given greater autonomy, school leaders are steered by a responsibilising framework that includes bureaucratic regulation, the discourses and practices of competitive enterprise, and external public …
Leading Developmental Peer Observation of Teaching in Higher Education
Whilst peer observation of teaching is well established as a practice that can enhance teaching quality, the challenge to fully embed this practice in universities remains unresolved. This article analyses the perspectives of 18 university leaders (nine Australian and nine English) drawn from a range of school-based leaders to senior leaders of learning and teaching. Our study indicates that some of the challenges associated with leading such sch…
No prominent works on this page.
Leading Developmental Peer Observation of Teaching in Higher Education
Whilst peer observation of teaching is well established as a practice that can enhance teaching quality, the challenge to fully embed this practice in universities remains unresolved. This article analyses the perspectives of 18 university leaders (nine Australian and nine English) drawn from a range of school-based leaders to senior leaders of learning and teaching. Our study indicates that some of the challenges associated with leading such sch…
Does autonomy exist? Comparing the autonomy of teachers and senior leaders in England and Turkey
Countries regarded as holding high levels of educational autonomy face a different set of constraints to that of countries with low levels of autonomy, these constraints being linked to the marketisation of schools. As schools become decentralised and given greater autonomy, school leaders are steered by a responsibilising framework that includes bureaucratic regulation, the discourses and practices of competitive enterprise, and external public …
New perspectives on middle leadership in schools in England – Persistent tensions and emerging possibilities
To afford school middle leaders meaningful opportunities to initiate change, we must provide them with the space and flexibility to engage with agentic and creative responses to policy and practice. Whilst we argue that the tensions identified in Bennett’s seminal reviews persist, there may, nonetheless, be opportunities for school middle leaders to creatively influence educational agendas. Through engaging in a critical interpretative synthesis …
Law (3 works) · Pedagogy (3 works) · Political science (3 works) · Sociology (3 works) · Global Educational Policies and Reforms (2 works) · Politics (2 works) · Public relations (2 works) · Accountability (1 work) · Autonomy (1 work) · Bureaucracy (1 work)