Leading for Learning Reforms in High-Poverty Contexts: An Australian Case Study of Research Partnerships

• In Event: 16.059 - Poster Session 2
  In Poster Session: 16.059-6 - Division L Section 7 Poster Session

Abstract

Education reform policies have prioritised the role of the school principal and teacher leaders in school organisational change. Particular versions of distributed leadership are prescribed as the means for effecting school reform. Critical scholars have described these models of distributive leadership as functional or normative and aligned with neoliberal education policy discourses of performativity and accountability. This macro policy context frames our exploration of leadership practices within 12 case study schools, involved in a design-based research partnership project to address problems of low educational achievement in the high poverty local community. We explore how leadership practices materialised in the interactions between people, objects, artefacts, routines and rituals to generate possibilities for improving students’ literacy learning.

Authors

• Parlo Singh, Griffith University

• Kathryn Glasswell, California State University - Fullerton