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How Successful Secondary School Principals in England Respond to Policy Reforms: The Influence of Biography

Day, Christopher; Gu, Qing

Authors

Christopher Day

Qing Gu



Abstract

© 2018 Taylor & Francis Group, LLC. This article examines how values embedded in the biographies of principals of successful schools influence their responses to systemic policy reforms. Drawing on examples from two secondary principals with similarly strong moral purposes but contrasting value positions, the research found that, despite differences in the cultures, practices, and students’ learning experiences in their schools, they directed and shaped—in remarkably similar ways—how and to what extent external policies were incorporated in preferred, values-led cultures and practices; and that leadership and school-improvement realities in their schools were different from those portrayed in “policy enactment” research in so-called “ordinary” schools.

Journal Article Type Article
Publication Date Aug 20, 2018
Journal Leadership and Policy in Schools
Print ISSN 1570-0763
Electronic ISSN 1744-5043
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 17
Issue 3
Pages 332-344
APA6 Citation Day, C., & Gu, Q. (2018). How Successful Secondary School Principals in England Respond to Policy Reforms: The Influence of Biography. Leadership and Policy in Schools, 17(3), 332-344. https://doi.org/10.1080/15700763.2018.1496339
DOI https://doi.org/10.1080/15700763.2018.1496339
Publisher URL https://www.tandfonline.com/doi/full/10.1080/15700763.2018.1496339
Additional Information Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline....cope&journalCode=nlps20

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