Home > Research > Publications & Outputs > The mediation of acculturation

Electronic data

Links

Text available via DOI:

View graph of relations

The mediation of acculturation: orchestrating school leadership development in England

Research output: Contribution to journalJournal article

Published

Standard

The mediation of acculturation : orchestrating school leadership development in England. / Wallace, M; Tomlinson, M; O'Reilly, D.

In: Educational Management Administration and Leadership, Vol. 39, No. 3, 05.2011, p. 261-282.

Research output: Contribution to journalJournal article

Harvard

Wallace, M, Tomlinson, M & O'Reilly, D 2011, 'The mediation of acculturation: orchestrating school leadership development in England', Educational Management Administration and Leadership, vol. 39, no. 3, pp. 261-282. https://doi.org/10.1177/1741143210393996

APA

Wallace, M., Tomlinson, M., & O'Reilly, D. (2011). The mediation of acculturation: orchestrating school leadership development in England. Educational Management Administration and Leadership, 39(3), 261-282. https://doi.org/10.1177/1741143210393996

Vancouver

Wallace M, Tomlinson M, O'Reilly D. The mediation of acculturation: orchestrating school leadership development in England. Educational Management Administration and Leadership. 2011 May;39(3):261-282. https://doi.org/10.1177/1741143210393996

Author

Wallace, M ; Tomlinson, M ; O'Reilly, D. / The mediation of acculturation : orchestrating school leadership development in England. In: Educational Management Administration and Leadership. 2011 ; Vol. 39, No. 3. pp. 261-282.

Bibtex

@article{f1e0253052e14378bc7668f83921792e,
title = "The mediation of acculturation: orchestrating school leadership development in England",
abstract = "Among western governments large-scale leadership development initiatives represent an increasingly deployed means of promoting the acculturation of school leaders to support educational reforms and ongoing improvement. England{\^a}€™s sophisticated initiative centres on the National College for Leadership in Schools and Children{\^a}€™s Services, a politically driven intervention to acculturate headteachers and other senior school staff into transformational and distributed leadership. It is linked in significant measure to government-driven reform, alongside continuous improvement efforts. Qualitative research whose focus included tracking the evolution of this initiative showed how moderate mediation, within broad structural and ideological limits, is integral to its implementation. The fostered leadership culture appeared to interact with recipients{\^a}€™ existing organizational and wider professional cultures valuing a substantial degree of local autonomy, stimulating reinterpretation and adaptation. Yet mediation appeared ultimately to have supported the government{\^a}€™s agenda through local adaptation of reforms and some independent innovation consistent with the reform thrust. Contemporary government policy is to promote innovation, but the continued retention of nationally set expectations, strong accountability measures, and heavy sanctions seem likely to limit its potential for promoting locally inspired educational improvement.",
keywords = "acculturation, leadership development , mediation , orchestration",
author = "M Wallace and M Tomlinson and D O'Reilly",
year = "2011",
month = "5",
doi = "10.1177/1741143210393996",
language = "English",
volume = "39",
pages = "261--282",
journal = "Educational Management Administration and Leadership",
issn = "1741-1432",
publisher = "SAGE Publications Ltd",
number = "3",

}

RIS

TY - JOUR

T1 - The mediation of acculturation

T2 - orchestrating school leadership development in England

AU - Wallace, M

AU - Tomlinson, M

AU - O'Reilly, D

PY - 2011/5

Y1 - 2011/5

N2 - Among western governments large-scale leadership development initiatives represent an increasingly deployed means of promoting the acculturation of school leaders to support educational reforms and ongoing improvement. England’s sophisticated initiative centres on the National College for Leadership in Schools and Children’s Services, a politically driven intervention to acculturate headteachers and other senior school staff into transformational and distributed leadership. It is linked in significant measure to government-driven reform, alongside continuous improvement efforts. Qualitative research whose focus included tracking the evolution of this initiative showed how moderate mediation, within broad structural and ideological limits, is integral to its implementation. The fostered leadership culture appeared to interact with recipients’ existing organizational and wider professional cultures valuing a substantial degree of local autonomy, stimulating reinterpretation and adaptation. Yet mediation appeared ultimately to have supported the government’s agenda through local adaptation of reforms and some independent innovation consistent with the reform thrust. Contemporary government policy is to promote innovation, but the continued retention of nationally set expectations, strong accountability measures, and heavy sanctions seem likely to limit its potential for promoting locally inspired educational improvement.

AB - Among western governments large-scale leadership development initiatives represent an increasingly deployed means of promoting the acculturation of school leaders to support educational reforms and ongoing improvement. England’s sophisticated initiative centres on the National College for Leadership in Schools and Children’s Services, a politically driven intervention to acculturate headteachers and other senior school staff into transformational and distributed leadership. It is linked in significant measure to government-driven reform, alongside continuous improvement efforts. Qualitative research whose focus included tracking the evolution of this initiative showed how moderate mediation, within broad structural and ideological limits, is integral to its implementation. The fostered leadership culture appeared to interact with recipients’ existing organizational and wider professional cultures valuing a substantial degree of local autonomy, stimulating reinterpretation and adaptation. Yet mediation appeared ultimately to have supported the government’s agenda through local adaptation of reforms and some independent innovation consistent with the reform thrust. Contemporary government policy is to promote innovation, but the continued retention of nationally set expectations, strong accountability measures, and heavy sanctions seem likely to limit its potential for promoting locally inspired educational improvement.

KW - acculturation

KW - leadership development

KW - mediation

KW - orchestration

U2 - 10.1177/1741143210393996

DO - 10.1177/1741143210393996

M3 - Journal article

VL - 39

SP - 261

EP - 282

JO - Educational Management Administration and Leadership

JF - Educational Management Administration and Leadership

SN - 1741-1432

IS - 3

ER -