Ruth McGinity
Biographic Data
| ID | 6327794 |
|---|---|
| NAME | Ruth McGinity |
| GIVEN NAMES | Ruth |
| FAMILY NAME | McGinity |
| SIGNATURE | MCGINITY R |
| AFFILIATIONS | University College London |
| ORCID | 0000-0002-1776-2912 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Mapping trends in educational-leadership research: A longitudinal examination of knowledge production, approaches and locations
The field of educational-leadership research has broadened over the last 50 years, with diverse knowledge-production traditions (e.g. functionalist and critical); audiences (e.g. practitioners, researchers and policymakers) and preferred sites of publication. In this article, we trace how the objectives, methods, claims and relative significance of educational-leadership research, and the identities and epistemological assumptions of educational-…
System leadership as depoliticisation: Reconceptualising educational leadership in a new multi-academy trust
System leadership continues to be constructed largely as a desirable, even normative, evolution of educational leadership, with critiques often focusing on implementation rather than principles. This belies its increasingly recognised role in processes of disintermediation, in which the ‘middle tier’ comprising local government is dismantled. In this article, we draw on interview and observation data from our case study research in a new multi-ac…
Structural integration and knowledge exchange in multi-academy trusts: Comparing approaches with evidence and theory from non-educational sectors
This article analyses the ways in which leaders in Multi-Academy Trusts (MATs) in England work to develop shared improvement practices across the schools they operate. It draws on case study evidence gathered as part of a larger mixed methods study by the authors (Greany, 2018). There are now more than 1200 MATs in England, operating anywhere between two and 50+ academies within a single organizational structure, overseen by a board and Chief Exe…
The politics of the Academies Programme: Natality and pluralism in education policy-making
Our investigations into the politics of the Academies Programme in England have generated thinking that draws on data about the conversion process from two projects. We engage with an early City Academy that replaced two ‘failing’ schools, and a recent Academy that replaced a ‘successful’ high school. We deploy Hannah Arendt’s political tools of natality and pluralism to illuminate the depoliticisation of educational reform in England. We identif…
The politics of the Academies Programme: Natality and pluralism in education policy-making
Our investigations into the politics of the Academies Programme in England have generated thinking that draws on data about the conversion process from two projects. We engage with an early City Academy that replaced two ‘failing’ schools, and a recent Academy that replaced a ‘successful’ high school. We deploy Hannah Arendt’s political tools of natality and pluralism to illuminate the depoliticisation of educational reform in England. We identif…
The politics of the Academies Programme: Natality and pluralism in education policy-making
Our investigations into the politics of the Academies Programme in England have generated thinking that draws on data about the conversion process from two projects. We engage with an early City Academy that replaced two ‘failing’ schools, and a recent Academy that replaced a ‘successful’ high school. We deploy Hannah Arendt’s political tools of natality and pluralism to illuminate the depoliticisation of educational reform in England. We identif…
Structural integration and knowledge exchange in multi-academy trusts: Comparing approaches with evidence and theory from non-educational sectors
This article analyses the ways in which leaders in Multi-Academy Trusts (MATs) in England work to develop shared improvement practices across the schools they operate. It draws on case study evidence gathered as part of a larger mixed methods study by the authors (Greany, 2018). There are now more than 1200 MATs in England, operating anywhere between two and 50+ academies within a single organizational structure, overseen by a board and Chief Exe…
Mapping trends in educational-leadership research: A longitudinal examination of knowledge production, approaches and locations
The field of educational-leadership research has broadened over the last 50 years, with diverse knowledge-production traditions (e.g. functionalist and critical); audiences (e.g. practitioners, researchers and policymakers) and preferred sites of publication. In this article, we trace how the objectives, methods, claims and relative significance of educational-leadership research, and the identities and epistemological assumptions of educational-…
System leadership as depoliticisation: Reconceptualising educational leadership in a new multi-academy trust
System leadership continues to be constructed largely as a desirable, even normative, evolution of educational leadership, with critiques often focusing on implementation rather than principles. This belies its increasingly recognised role in processes of disintermediation, in which the ‘middle tier’ comprising local government is dismantled. In this article, we draw on interview and observation data from our case study research in a new multi-ac…
Political science (3 works) · Sociology (3 works) · Computer Science (2 works) · Educational leadership (2 works) · Epistemology (2 works) · Global Educational Policies and Reforms (2 works) · Knowledge management (2 works) · Law (2 works) · Pedagogy (2 works) · Public Administration (2 works)