Linda Hammersley‐fletcher
Dados Biográficos
| ID | 1499956 |
|---|---|
| NOME | Linda Hammersley‐fletcher |
| PRENOMES | Linda |
| SOBRENOME | Hammersley‐fletcher |
| ASSINATURA | FLETCHER L H |
| AFILIAÇÕES | Liverpool John Moores University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 31 |
| OBRAS COMO AUTOR | 12 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2004 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 4 |
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 …
Rethinking democracy and education
What stands between individuals and their freedom to build futures where no one is enslaved, subjected or exploited by powerful individuals, groups, forms of organisation, elites, class divisions, faiths or states?Is there hope for educational strategies in a contemporary scene pervaded by discourses where truth, the stock-in-trade of education, is replaced by 'post-truth', which deals in undermining knowledge and reason?A century after the publi…
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…
The use of critical thinking in higher education in relation to the international student
Academic staff working within Western higher education institutions ( HEI s), have a responsibility to encourage the continuous critique of knowledge and values, expressed both within the curriculum that they deliver and within society more widely. Critical thinking is often regarded as the hallmark of a good education. Atkinson however raised concerns, that such practices may possess an exclusive (and reductive) character, fraught with cultural …
Power, agency and middle leadership in English primary schools
English primary schools are considered quasi‐collegial institutions within which staff communicate regularly and openly. The activities of staff, however, are bound by institutional norms and conditions and by societal expectations. Wider agendas of governmental control over the curriculum and external controls to ensure accountability and learning standards have influenced the development and purposes of middle leaders’ roles. This is a conceptu…
Chasing improved pupil performance
Changes in education systems across Europe are a response to perceived needs to improve academic performance. The recent workforce remodelling agenda in England (2003–2005) reflected a growing concern that centralisation and the associated deskilling of teachers had gone too far. The resultant restructuring of the work of teachers, giving roles previously performed by teachers to staff without teaching qualifications, needs to be considered from …
Academic Identities in Flux
The discourse of power and agency in higher education (HE) is strongly linked to political notions of autonomy and ‘academic freedom’. Recently, however, such notions have been impacted by sustained and ongoing sector-wide reform. With various checks and balances of accountability, surveillance and new forms of regulation, this has led to a reformulation of the academic habitus, creating turbulent sites of struggle and contestation. The intrusion…
From schools to Higher Education – neoliberal agendas and implications for autonomy
Neoliberal agendas have acted to limit the agency of groups and of individuals through both the imposition of boundaries and through setting up rigorous systems of accountability which together act to codify behaviours. Such systems do not so much remove freedom as influence conceptions about the alternatives available. In this article we outline the English educational policy context and the pressures placed upon first primary schools and then H…
Developing school leaders
edited by Mark Brundrett and Megan Crawford, London, Routledge, 2008, 197 pp., £85.00 (hardback), ISBN 9780415435727 There is a shift in the way educational scholars, researchers, practitioners and
Reflecting on reflective practices within peer observation
Peer Observation of Teaching is one process employed within higher education establishments in Britain that can be instrumental in developing the reflective practices of professional lecturers. It is a means of making the focus and purpose of reflection more explicit and effective through allowing academics to consider their roles as professional educators, and to seek and engage in relevant developmental processes as a consequence. In so doing, …
Evaluating our peers
Peer observation of teaching can be seen as a means by which the quality of the teaching and learning process in higher education establishments is both accounted for and improved. The majority of the literature to date has focused on the mechanisms for implementing peer observation systems and its links to enhanced professional practice. However, little attention has been given to the complexities involved in delivering the peer observation proc…
Reflecting on reflective practices within peer observation
Peer Observation of Teaching is one process employed within higher education establishments in Britain that can be instrumental in developing the reflective practices of professional lecturers. It is a means of making the focus and purpose of reflection more explicit and effective through allowing academics to consider their roles as professional educators, and to seek and engage in relevant developmental processes as a consequence. In so doing, …
From schools to Higher Education – neoliberal agendas and implications for autonomy
Neoliberal agendas have acted to limit the agency of groups and of individuals through both the imposition of boundaries and through setting up rigorous systems of accountability which together act to codify behaviours. Such systems do not so much remove freedom as influence conceptions about the alternatives available. In this article we outline the English educational policy context and the pressures placed upon first primary schools and then H…
Evaluating our peers
Peer observation of teaching can be seen as a means by which the quality of the teaching and learning process in higher education establishments is both accounted for and improved. The majority of the literature to date has focused on the mechanisms for implementing peer observation systems and its links to enhanced professional practice. However, little attention has been given to the complexities involved in delivering the peer observation proc…
Power, agency and middle leadership in English primary schools
English primary schools are considered quasi‐collegial institutions within which staff communicate regularly and openly. The activities of staff, however, are bound by institutional norms and conditions and by societal expectations. Wider agendas of governmental control over the curriculum and external controls to ensure accountability and learning standards have influenced the development and purposes of middle leaders’ roles. This is a conceptu…
The use of critical thinking in higher education in relation to the international student
Academic staff working within Western higher education institutions ( HEI s), have a responsibility to encourage the continuous critique of knowledge and values, expressed both within the curriculum that they deliver and within society more widely. Critical thinking is often regarded as the hallmark of a good education. Atkinson however raised concerns, that such practices may possess an exclusive (and reductive) character, fraught with cultural …
Chasing improved pupil performance
Changes in education systems across Europe are a response to perceived needs to improve academic performance. The recent workforce remodelling agenda in England (2003–2005) reflected a growing concern that centralisation and the associated deskilling of teachers had gone too far. The resultant restructuring of the work of teachers, giving roles previously performed by teachers to staff without teaching qualifications, needs to be considered from …
Academic Identities in Flux
The discourse of power and agency in higher education (HE) is strongly linked to political notions of autonomy and ‘academic freedom’. Recently, however, such notions have been impacted by sustained and ongoing sector-wide reform. With various checks and balances of accountability, surveillance and new forms of regulation, this has led to a reformulation of the academic habitus, creating turbulent sites of struggle and contestation. The intrusion…
Evaluating our peers
Peer observation of teaching can be seen as a means by which the quality of the teaching and learning process in higher education establishments is both accounted for and improved. The majority of the literature to date has focused on the mechanisms for implementing peer observation systems and its links to enhanced professional practice. However, little attention has been given to the complexities involved in delivering the peer observation proc…
Reflecting on reflective practices within peer observation
Peer Observation of Teaching is one process employed within higher education establishments in Britain that can be instrumental in developing the reflective practices of professional lecturers. It is a means of making the focus and purpose of reflection more explicit and effective through allowing academics to consider their roles as professional educators, and to seek and engage in relevant developmental processes as a consequence. In so doing, …
Academic Identities in Flux
The discourse of power and agency in higher education (HE) is strongly linked to political notions of autonomy and ‘academic freedom’. Recently, however, such notions have been impacted by sustained and ongoing sector-wide reform. With various checks and balances of accountability, surveillance and new forms of regulation, this has led to a reformulation of the academic habitus, creating turbulent sites of struggle and contestation. The intrusion…
From schools to Higher Education – neoliberal agendas and implications for autonomy
Neoliberal agendas have acted to limit the agency of groups and of individuals through both the imposition of boundaries and through setting up rigorous systems of accountability which together act to codify behaviours. Such systems do not so much remove freedom as influence conceptions about the alternatives available. In this article we outline the English educational policy context and the pressures placed upon first primary schools and then H…
Developing school leaders
edited by Mark Brundrett and Megan Crawford, London, Routledge, 2008, 197 pp., £85.00 (hardback), ISBN 9780415435727 There is a shift in the way educational scholars, researchers, practitioners and
Chasing improved pupil performance
Changes in education systems across Europe are a response to perceived needs to improve academic performance. The recent workforce remodelling agenda in England (2003–2005) reflected a growing concern that centralisation and the associated deskilling of teachers had gone too far. The resultant restructuring of the work of teachers, giving roles previously performed by teachers to staff without teaching qualifications, needs to be considered from …
Power, agency and middle leadership in English primary schools
English primary schools are considered quasi‐collegial institutions within which staff communicate regularly and openly. The activities of staff, however, are bound by institutional norms and conditions and by societal expectations. Wider agendas of governmental control over the curriculum and external controls to ensure accountability and learning standards have influenced the development and purposes of middle leaders’ roles. This is a conceptu…
The use of critical thinking in higher education in relation to the international student
Academic staff working within Western higher education institutions ( HEI s), have a responsibility to encourage the continuous critique of knowledge and values, expressed both within the curriculum that they deliver and within society more widely. Critical thinking is often regarded as the hallmark of a good education. Atkinson however raised concerns, that such practices may possess an exclusive (and reductive) character, fraught with cultural …
Rethinking democracy and education
What stands between individuals and their freedom to build futures where no one is enslaved, subjected or exploited by powerful individuals, groups, forms of organisation, elites, class divisions, faiths or states?Is there hope for educational strategies in a contemporary scene pervaded by discourses where truth, the stock-in-trade of education, is replaced by 'post-truth', which deals in undermining knowledge and reason?A century after the publi…
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 …
Political science (12 obras) · Sociology (12 obras) · Pedagogy (10 obras) · Law (8 obras) · Public relations (7 obras) · Higher education (6 obras) · Higher Education Practises and Engagement (5 obras) · Politics (5 obras) · Social science (5 obras) · Teacher Education and Leadership Studies (5 obras)