School leadership for equity and learning and the question of school autonomy
DOI:
https://doi.org/10.12697/eha.2015.3.1.03bKeywords:
school leadership, school autonomyAbstract
The article draws from the work conducted in the context of the European Policy Network on School Leadership (EPNoSL). In particular, it is based on an in-depth review of school leadership policies in 21 European countries and the discourse that is taking place in EPNoSL’s webinars, national workshops and peer learning activities organised in several EU countries with the participation of a variety of school leadership stakeholders (including policy makers at European, national, and local levels, school leaders, teachers and other professionals, academics, researchers, parents and students). EPNoSL is a network of 42 European institutions that aims at improving policy on, and practice in, school leadership in Europe. The article discusses the question of school autonomy in the context of school leadership policy development in Europe. School autonomy is considered as a critical precondition for the development of comprehensive school leadership policies. Based on the comprehensive framework of school leadership policy development that has been developed in the context of this project, the article undertakes two main tasks. Firstly, it attempts to show that instead of searching for universal solutions on the question of school autonomy, it is important to reflect on context-specific policies on autonomy that aim at the attainment of concrete learning and equity goals. Secondly, it specifies seven general directions for policies on school autonomy that are adaptive to the divergent experiences of European education systems.
Downloads
References
Ball, S. J. (2012). Global Education Inc.: New policy networks and the neo-liberal imaginary. Abingdon: Routledge.
Begley, P. T., & Johansson, O. (Eds.) (2003). The ethical dimensions of school leadership. London: Kluwer Academic Publishers. doi: http://dx.doi.org/10.1007/0-306-48203-7
Branch, G. F., Hanushek, E. A., & Rivkin, S. G. (2009). Estimating principal effectiveness. Washington: CALDER. Retrieved from http://www.urban.org/uploadedpdf/1001439-Estimating-Principal-Effectiveness.pdf.
Branch, G. F., Hanushek, E. A., & Rivkin, S. G. (2012). Estimating the effect of leaders on public sector productivity: The case of school principals. CALDER Working Paper No. 66. Retrieved from http://www.nber.org/papers/w17803.pdf.
Coelli, M., & Green, D. A. (2012). Leadership effects: School principals and student outcomes. Economics of Education Review, 31(1), 92–109. doi: http://dx.doi.org/10.1016/j.econedurev.2011.09.001
Eurydice (2007). School autonomy in Europe. Policies and measures. Eurydice thematic report. Luxembourg: Publications Office of the European Union. Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/090EN.pdf.
Eurydice (2013). Key data on teachers and school leaders in Europe. 2013 Edition. Eurydice report. Luxembourg: Publications Office of the European Union. Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/151EN.pdf.
Field, S., Kuczera, M., & Pont, B. (2007). No more failures: Ten steps to equity in education. Paris: OECD Publishing. doi: http://dx.doi.org/10.1787/9789264032606-en
Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership and Management, 30(2), 95–110. doi: http://dx.doi.org/10.1080/13632431003663214
Kollias, A. (Ed.) (2013). Critical factors in the discourse on school leadership from the perspective of equity and learning. EPNoSL Project. Retrieved from http://www.schoolleadership.eu/sites/default/files/epnosl-del-2.1-2013_1.pdf.
Lauri, T. (2014). Lõimiv koolivalik kui võimalus avalikkuse taastootmiseks kaasaegses haridusvalitsetuses. Acta Politica Estica, 5, 20–41.
Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 27–42. doi: http://dx.doi.org/10.1080/13632430701800060
Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. The Wallace Foundation. Retrieved from http://www.wallacefoundation.org/knowledge-center/school-leadership/key-research/Documents/How-Leadership-Influences-Student-Learning.pdf.
Lumby, J. (2012). Disengaged and disaffected young people: Surviving the system. British Educational Research Journal, 38(2), 261–279. doi: http://dx.doi.org/10.1080/01411926.2010.541553
Lumby, J. (2013). Longstanding challenges, new contexts: Leadership for equality. International Studies in Educational Administration, 40(3), 17–38.
Lumby, J., & Coleman, M. (2007). Leadership and diversity: Challenging theory and practice in education. London: Sage.
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria: Association for Supervision and Curriculum Development (ASCD).
Moos, L. (2013). Diverse perspectives and hopes on autonomy in school leadership. In A. Kollias (Ed.), Critical factors in the discourse on school leadership from the perspective of equity and learning (pp. 35–38). EPNoSL Project.
Mulford, B., & Edmunds, B. (2009). Successful school principalship in Tasmania. Launceston: University of Tasmania.
OECD (2008). Improving school leadership. Volume 1: Policy and practice, Volume 2: Case studies on system leadership. Paris: OECD. Retrieved from http://www.oecd.org/education/school/improvingschoolleadership-home.htm.
OECD (2010). PISA 2009 results: What makes a school successful? Resources, policies and practices (Vol. 4). Retrieved from http://dx.doi.org/10.1787/9789264091559-en.
OECD (2012). Education at a glance 2012: OECD indicators. OECD Publishing. Retrieved from http://dx.doi.org/10.1787/eag-2012-en.
Ots, A. (2014). Õpilaste heaolu resilientsus ja mõistestruktuuri areng: erinevused kooliga rahulolu säilitamisel ebameeldivate koolikogemuste ja klassiõpetaja kasvatusstiili taustal. Eesti Haridusteaduste Ajakiri, 2(1), 132–161. doi: http://dx.doi.org/10.12697/eha.2014.2.1.06
Roth, G. (2001). Fühlen, Denken, Handeln. Wie das Gehirn unser Verhalten steuert. Frankfurt: Suhrkamp.
Schratz, M. (2013). Beyond the reach of leading: Exploring the realm of leadership and learning. EPNoSL Keynote Article. Retrieved from http://www.schoolleadership.eu/sites/default/files/leadership-for-learning-2013.pdf.
Türk, K., Haldma, T., Kukemelk, H., Ploom, K., Irs, R., & Pukkonen, L. (2011). Üldharidus- ja kutsekoolide tulemuslikkus ja seda mõjutavad tegurid. Tartu Ülikool, Haridus- ja Teadusministeerium. Külastatud aadressil https://www.riigikantselei.ee/valitsus/valitsus/et/KooliTulemusjuhtimine2011%5B1%5D.pdf.
Ward, S. C., Bagley, C., Lumby, J., Woods, P., Hamilton, T., & Roberts, A. (2015). School leadership for equity: Lessons from the literature. International Journal of Inclusive Education, 19(4), 333–346. doi: http://dx.doi.org/10.1080/13603116.2014.930520
Downloads
Published
How to Cite
Issue
Section
License
The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:
- This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
- Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
- Authors have the right to enter into separate contractual arrangements for posting the article to an institutional repository or publish it in a book with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post citations from their work online (e.g. on their website) with an acknowledgement of its initial publication in this journal (see Open Access).
