Leadership

Preparing For Hyper-Diversity: London’s Student Population In 2030

Almost three quarters of university students from London will be from ethnic minorities by the end of the next decade, according to this report by Access HE. The report shows a growing ethnic minority population in the school system and says young people from black and Asian families are more likely to apply for university.

The analysis, based on demographic changes and university entry rates, shows 27% of students from London will be white – down from 37% at present. White students will still be the biggest ethnic group – followed by 21% from African backgrounds, up from 17%.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#44136"
  ["title"]=>
  string(67) "Evaluation through story-telling! – a tool for improving teaching"
  ["categories"]=>
  array(1) {
    [0]=>
    string(24) "Professional Development"
  }
  ["url"]=>
  string(67) "https://www.teachingtimes.com/pdt194evaluationthroughgstorytelling/"
  ["post_date_timestamp"]=>
  int(1524057885)
  ["objectID"]=>
  string(12) "post-44136-4"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(216) "Does evaluation make any difference to improving teaching? Gina Sherwood describes her research among undergraduates, which indicates that a creative approach to evaluation through story-telling can be more fruitful."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(389) "... Donovan, B., Price, M., & Rust, C. (2008). Developing student understanding of assessment standards: a nested hierarchy of approaches. Teaching in Higher Education, 13(2), 205-217. ■ Petty, G. (2014). Teaching Today. Cheltenham: Nelson Thornes.  ■ Seale, J. (2010) Doing student voice work in higher education: an exploration of the ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(5) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(67) "Evaluation through story-telling! – a tool for improving teaching"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Gina Sherwood"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(216) "Does evaluation make any difference to improving teaching? Gina Sherwood describes her research among undergraduates, which indicates that a creative approach to evaluation through story-telling can be more fruitful."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(4814) "for Scholarship and Teaching and Learning, 11, 1-4. ■ Dunworth, K., & Santiao Sanchez, H. (2016). Perceptions of quality in staff-student written feedback in higher education: a case study. Teaching in Higher Education, 21(5), 576-589. ■ Flanagan, S. (2014). How does storytelling within higher education contribute to the learning experience of early years students? Journal of Practice and Learning. 13(2-3), 146-168. ■ Flint, A., Oxley, A., Helm, P., & Bradley, S. (2009). Preparing for success: one institution’s aspirational and student focused response to the National Student Survey. Teaching in Higher Education, 14(6), 607-618. ■ Garratt, D. (2011). Reflections on learning: widening capability and the student experience. Cambridge Journal of Education, 41(2), 211-225. ■ Golding, C., & Adam, L. (2016). Evaluate to improve: useful approaches to student evaluation. Assessment & Evaluation in Higher Education, 41, 1-14. ■ Golubchikov, O. (2015). “Negotiating critical geographies through a “feel-trip”: experiential, affective and critical learning in engaged fieldwork. Journal of Geography in Higher Education, 39, 143-157. ■ Grebennikov, L., & Shah, M. (2013). Student voice: using qualitative feedback from students to enhance their university experience. Teaching in Higher Education, 18(6): 606-618. ■ Hagenaur, G., & Volet, S.E. (2014). Teacher-student relationship at university: an important yet under-researched field. Oxford Review of Education, 40(3), 370-388. ■ Hoon, A., E. Oliver., Szpakowska, K., & Newton, P. (2015). Use of the ‘Stop, Start, Continue’ method is associated with the production of constructive qualitative feedback by students in higher education. Assessment and Evaluation in Higher Education, 40(5), 755-767. ■ Jenkins, A., Jones, L., & Ward, A. (2001). The Long-term Effect of a Degree on Graduate Lives. Studies in Higher Education, 26(2), 147-161. ■ Khan, M. (2013). Evaluation of Course Evaluations: Views from Students, Staff and Senior Management: Enhancing Student Feedback and Improvement Systems in Tertiary Education. CAA Quality Series 5, 112-123. ■ Lambert, J. (2013). Digital Storytelling: Capturing Lives, Creating Community. Abingdon: Routledge. ■ Lenton, P. (2015). Determining student satisfaction: An economic analysis of the National Student Survey. Economics of Education Review, 47, 118-127. ■ Mackenzie, J. (2008). Conceptual learning in higher education: some philosophical points. Oxford Review of Education, 34, 75-87. ■ Menis, S. (2017). Non-traditional students and critical pedagogy: transformative practice and the teaching of criminal law. Teaching in Higher Education, 22(2), 193-206. ■ Nasser-Abu Alhija, F. (2017). Teaching in higher education: Good Teaching through students’ lens. Studies in Education Evaluation, 54, 4-12. ■ O’Donovan, B., Price, M., & Rust, C. (2008). Developing student understanding of assessment standards: a nested hierarchy of approaches. Teaching in Higher Education, 13(2), 205-217. ■ Petty, G. (2014). Teaching Today. Cheltenham: Nelson Thornes.  ■ Seale, J. (2010) Doing student voice work in higher education: an exploration of the value of participatory methods. British Educational Research Journal, 36(6), 995-1015. ■ Sherwood, G and M.A. Nind. 2014. “Parents’ experiences of support: co-constructing their stories.” International Journal of Early Years Education 22 (4): 457-470. ■ Silverman, D. (2014). Interpreting Qualitative Data. London: Sage. ■ Spooren, P., Mortelmans, D., & Thijssen, P. (2012). ‘Content’ versus ‘style’: acquiescence in student evaluation of teaching? British Educational Research Journal, 38, 3-21. ■ Stein, S.J., Spiller, D., Terry, S., Harris, T., Deaker, L., & Kennedy, J. (2013). Tertiary teachers and student evaluations: never the twain shall meet?  Assessment and Evaluation in Higher Education, 38(7), 892-904. ■ Surgenor, P.W.G. (2013). Obstacles and opportunities: Addressing the growing pains of summative student evaluation on teaching. Assessment and Evaluation in Higher Education, 38(3), 363-376. ■ Weiner-Levy, N. (2008). Universities as a meeting point with new academic knowledge, society and culture: cognitive and emotional transitions during higher education. Cambridge Journal of Education, 38(4), 497-512. ■ Winchester, T.M., & Winchester, M.K. (2014). A longitudinal investigation of the impact of faculty reflective practices on students’ evaluations of teaching. British Journal of Educational Technology, 45, 112-124."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(6) {
        [0]=>
        string(9) "preparing"
        [1]=>
        string(9) "diversity"
        [2]=>
        string(6) "london"
        [3]=>
        string(4) "8217"
        [4]=>
        string(7) "student"
        [5]=>
        string(4) "2030"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(24) "Professional Development"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Professional Development

Evaluation through story-telling! – a tool for improving teaching

18 Apr 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#44287"
  ["title"]=>
  string(33) "Inspiring Diversity in Leadership"
  ["categories"]=>
  array(4) {
    [0]=>
    string(20) "Executive Leadership"
    [1]=>
    string(10) "Leadership"
    [2]=>
    string(17) "Leadership Skills"
    [3]=>
    string(15) "Leadership Team"
  }
  ["url"]=>
  string(59) "https://www.teachingtimes.com/inspiringdiversityleadership/"
  ["post_date_timestamp"]=>
  int(1530535012)
  ["objectID"]=>
  string(12) "post-44287-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(200) "We need more leaders from a variety of ethnic backgrounds: What can schools do? Marianne Coleman reports on the best practices of schools dedicated to inclusivity and diversity at all levels."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(340) "... aspire towards headship and promotion. (Ogunbawo, 2012, p. 163)In one school they had worked hard to ensure that the senior leadership team mirrored the diversity of the student population, one stating that ‘we do our best to model strong decision making from a cohesive co-operative base.’ (Lumby and ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(42) "Inspiring Diversity in Leadership"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(9) "diversity"
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Marianne Coleman"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(200) "We need more leaders from a variety of ethnic backgrounds: What can schools do? Marianne Coleman reports on the best practices of schools dedicated to inclusivity and diversity at all levels."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(9) "diversity"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5586) "opportunities that stretch them is vital in nurturing future leaders. Professional development can be seen as the acquisition of human capital and social capital, both of which are vital for career progress. Building human capital means the acquisition of qualifications, while developing social capital, refers to the ability to build up networks and contacts.  Within a supportive and developmental school ethos both of these can be encouraged for all staff. We often talk about the importance of high aspirations for students but high aspirations are important for staff too, and the NPQ suite of qualifications leading to middle leadership, headship and executive headship and beyond should be open to all. Obtaining a masters qualification or any other professional or academic qualification adds to human capital. The experience of BAME staff may be that they are pigeon-holed and stereotyped as suitable for certain roles in the school, but not for leadership ones, or for the development leading to them (Pell, 2017). NetworkingSocial capital can be built up through attendance at courses and other networking occasions. An important side benefit of the leadership courses designed specifically for BAME candidates was always felt to be the opportunities for networking with others who share similar backgrounds and experiences. For example, for participants in the BAME leadership course Equal Access to Promotion, who had previously felt isolated: ‘it was confirmation that they are not alone in their situation and the discovery of a support group with whom they could share information about their work and career with positive regard and respect was very comforting and reassuring. (Ogunbawo, 2012, p. 167). This affective support and reassurance that provides friendship and trust is the expressive function of networking. However, networks also function in an instrumental way, providing useful information vital to those who want to progress in their careers. Schools can seek out suitable courses and facilitate networking for BAME prospective leaders. In the absence of courses designed to bring BAME aspiring leaders together, BAME prospective candidates may find it harder than White colleagues to access formal and informal networks to provide both expressive support and instrumental help. Schools can be sensitive to this, for example, a particular case in point is where informal networking involves alcohol, thereby effectively excluding Muslim teachers (Shah and Shaikh, 2010). A further vital element in career progression is mentoring – the guidance and sponsorship offered by a senior person to an individual seeking promotion.MentoringIn the recent diversity programme sponsored through the DfE, David Hermitt, a BAME head, reports on his work in mentoring BAME potential leaders: ‘Mentors provide a critical perspective for their mentees. We will look at CVs, provide a sounding board for ideas and give invaluable advice from our personal experience.’ (Hermitt, 2015) David went on to list the individuals he had helped to secure promotions or at least the experience of having internships and placements in school senior leadership teams and commented: ‘With increased confidence and improved leadership skills it is easier for a teacher to plan their next career move.’  Mentoring has been identified as one of the most important ways of preparing individuals for leadership roles, although the success of mentoring is improved through training for mentors and careful matching of the pairs, something that may be particularly sensitive when it comes to the mentoring of BAME staff (Clutterbuck and Ragins, 2002).Role modelsAll studies involving aspiring BAME leaders mention the importance of seeing BAME role models in leadership positions. For example:The study identified a key enabler of career progression to be the availability and value of outstanding and inspirational BME educators as role models which allow participants to identify leadership qualities within themselves and thus aspire towards headship and promotion. (Ogunbawo, 2012, p. 163)In one school they had worked hard to ensure that the senior leadership team mirrored the diversity of the student population, one stating that ‘we do our best to model strong decision making from a cohesive co-operative base.’ (Lumby and Coleman, 2016, p. 117)FinallyTo summarise, if we are going to achieve a more equitable proportion of BAME leaders in schools, in addition to the valuable national programmes on offer, it is important that every school looks at the ethos and values of the school as a whole, exposing unconscious bias, having high aspirations for staff and ensuring appropriate professional development opportunities for all, including mentoring, networking and the provision of diverse role models. A school where aspiring black leaders are supported and developed will be a school that values and helps everyone in their community. Dr Marianne Coleman is an Emeritus Reader in Educational Leadership at the UCL Institute of Education where she was previously Assistant Dean of Research.ReferencesBush, T., Glover, D. & Sood, K. (2006) Black and minority ethnic leaders in England: A portrait. School Leadership and Management, 26(3): 289 –305.Clutterbuck, D. & Ragins, B. R. (2002) (eds.) Mentoring and Diversity. 0xford, Butterworth Heinemann.Coleman, M. (2018) Black leaders: A case for more research. School Leadership Today, 8(5). Available from:"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(9) "preparing"
        [1]=>
        string(9) "diversity"
        [2]=>
        string(7) "student"
        [3]=>
        string(10) "population"
        [4]=>
        string(4) "2030"
      }
    }
    ["categories"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(20) "Executive Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(17) "Leadership Skills"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(15) "Leadership Team"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(4) "BAME"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(18) "diversity"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "diversity"
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Executive Leadership

Inspiring Diversity in Leadership

2 Jul 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#92751"
  ["title"]=>
  string(40) "Improving Prospects for BAME Apprentices"
  ["categories"]=>
  array(3) {
    [0]=>
    string(9) "Inclusion"
    [1]=>
    string(9) "Inclusion"
    [2]=>
    string(22) "Racial Discriimination"
  }
  ["url"]=>
  string(71) "https://www.teachingtimes.com/improving-prospects-for-bame-apprentices/"
  ["post_date_timestamp"]=>
  int(1615034179)
  ["objectID"]=>
  string(12) "post-92751-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(115) "Apprenticeships offer a gateway to some of the very best careers so why are BAME young people  under-represented?  "
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(367) "... that attempted to redress the balance. In February 2018, the Department for Education launched the Five Cities project working with the mayors of Greater Manchester, London, Bristol, Birmingham and Leicester to improve apprenticeship diversity in their areas. It ended in October 2020. While there was plenty of publicity around its ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(40) "Improving Prospects for BAME Apprentices"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(11) "Sal McKeown"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(115) "Apprenticeships offer a gateway to some of the very best careers so why are BAME young people  under-represented?  "
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5677) "Tara Suran, IBM apprenticeNational Apprenticeship Week ran from 8-14 February this year. It saw hundreds of thousands of students engaging with apprenticeships, alongside parents and carers, teachers, employers and training providers.The theme was Build the Future and showed how apprenticeships could help individuals to build the skills and knowledge required for a rewarding career. Gillian Keegan, Minister for Apprenticeships and Skills, said: ‘The week is a great opportunity to highlight the huge range of apprenticeships on offer – from Space Engineer to Registered Nurse. There are currently around 7,000 apprenticeship opportunities available on the Find An Apprenticeship website which will benefit individuals, businesses and local communities. I encourage everyone to get involved and help make it a success.’But while there was a strong emphasis on the diversity of opportunities available, one of the key messages to emerge was that Black, Asian and Minority Ethnic young people are under-represented in this sector.Cut off from opportunitiesChildren from BAME groups represent roughly a third of the student population across primary and secondary education in England. Figures for apprenticeship starts in 2019/20 show just 13.3% were BAME. Even more concerning, BAME apprentices in the 16- to 18-year-old group made up just 7.8% of new apprentice starts in 2018/19, down from 8.6% the year beforeSandra Kerr, race equality director for charity Business in the Community, says: ‘Apprenticeships are meant to be a door into a new career, but all too often it’s slammed shut for BAME communities. Even well-intentioned employers can seem disconnected from what inclusion and diversity means in reality.’Jeremy Crook, chief executive of charity the Black Training and Enterprise Group agrees: ‘If you look at apprenticeship applications, people from BAME backgrounds are applying, but not getting through,’ he says. ‘It’s less a lack of awareness of apprenticeships than how employers recruit. Word of mouth recruitment is common, which puts BAME applicants at a disadvantage.’Promoting apprenticeshipsThere have been some initiatives that attempted to redress the balance. In February 2018, the Department for Education launched the Five Cities project working with the mayors of Greater Manchester, London, Bristol, Birmingham and Leicester to improve apprenticeship diversity in their areas. It ended in October 2020. While there was plenty of publicity around its inception, with promises and pledges from politicians and major companies, it has not been renewed and there is little evidence of its achievements.We seem to be in limbo. According to an article in FE Week in October 2020, ‘a DfE spokesperson confirmed that a new target for increasing BAME apprenticeships has not been set and was unable to point to any new initiatives to increase BAME apprenticeship participation.’The department claims it is keen to increase awareness of apprenticeship opportunities. They have been reviewing advice and guidance and using their Apprentice Support and Knowledge service to target schools in high BAME population areas. They have also tried to increase the visibility of BAME role models in campaigns such as Fire It Up and gathering their views via their Young Apprentice Ambassador Network, and the Apprentice Panel.Loss of talentBut if young people are not coming in at the ground floor, companies will continue to lack diversity at board level and companies will be out of touch with their consumers. Business in the Community points out that one in eight of the UK working-age population is from a black, Asian, or minority ethnic background, but only one in 13 people at management levels in the private and public sector are from those groups.They want every employer to prioritise action on race and the Race at Work Charter calls for companies to:Appoint an Executive Sponsor for raceCapture ethnicity data and publicise progressCommit at board level to zero tolerance of harassment and bullyingMake clear that supporting equality in the workplace is the responsibility of all leaders and managersTake action that supports ethnic minority career progressionIBM’s successSome companies are making a concerted effort to diversify their workforce.  IBM was named UK Large Employer of the Year in the Creative and Digital category of the BAME Apprenticeship Awards 2020. IBM’s successJenny Taylor, IBM’s UK Foundation Leader, and National Apprenticeship Service Apprenticeship Champion 2020, explained that they have many ways to make sure they recruit as widely as possible. Networking is a key factor. They reach out to schools directly but also to social enterprises that work with diverse communities and run events that target underrepresented groups. A recent event attracted an audience that was 85% BAME.IBM is attractive to apprentices on many different levels. It is a national organisation with offices all around the country including Manchester, Warwick, London and the south-east on the M3 corridor down to Winchester and Portsmouth. The apprenticeships cover different vocational areas from technical IT roles in software development and test engineering to project management, junior management consultancy to HR and sales and finance. IBM offers degree apprenticeships in business and technology at seven universities including Exeter and Manchester Metropolitan.School leavers can come directly onto the apprenticeship programme or apply for The Futures Placement scheme,"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(9) "diversity"
        [1]=>
        string(6) "london"
        [2]=>
        string(7) "student"
        [3]=>
        string(10) "population"
        [4]=>
        string(4) "2030"
      }
    }
    ["categories"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(9) "Inclusion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(9) "Inclusion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(22) "Racial Discriimination"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(15) "Apprenticeships"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(4) "BAME"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(12) "Non homepage"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(21) "racial discrimination"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Inclusion

Improving Prospects for BAME Apprentices

6 Mar 2021

array(8) {
  ["distinct_key"]=>
  string(10) "post#44128"
  ["title"]=>
  string(61) "The paradox of policy and the quest for successful leadership"
  ["categories"]=>
  array(6) {
    [0]=>
    string(20) "Executive Leadership"
    [1]=>
    string(10) "Leadership"
    [2]=>
    string(22) "Leadership Development"
    [3]=>
    string(15) "Leadership Team"
    [4]=>
    string(6) "Policy"
    [5]=>
    string(24) "Professional Development"
  }
  ["url"]=>
  string(55) "https://www.teachingtimes.com/pdt193theparadoxofpolicy/"
  ["post_date_timestamp"]=>
  int(1524049102)
  ["objectID"]=>
  string(12) "post-44128-3"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(228) "Toby Greany and Peter Earley explore the intriguing tensions between freedom
and control which lie at the heart of the English educational system, and consider
the implications for school leadership and professional development."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(384) "... Woods, P. Bagley, C. (1997) ‘Diversity, differentiation and hierarchy: school choice and parental preferences’, in Glatter, R. Woods, P. Bagley, C. (eds) (1997) Choice and diversity in schooling: perspectives and prospects, Routledge: London. ■ Hanushek, E.A. Link, S. and Woessmann, L. (2012) Does School Autonomy Make Sense Everywhere? Panel ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(5) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(61) "The paradox of policy and the quest for successful leadership"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(12) "Peter Earley"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(11) "Toby Greany"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(228) "Toby Greany and Peter Earley explore the intriguing tensions between freedom
and control which lie at the heart of the English educational system, and consider
the implications for school leadership and professional development."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5709) "London. WC1B 3DP.ReferencesAncona, D. Malone, T. Orlikowski, W. Senge, P. (2008) In Praise of the Incomplete Leader, Harvard Business Review, February. ■ Ball, S. (2003) The teacher’s soul and the terrors of performativity, Journal of Education Policy (2) 215-28. ■ Ball, S. (2012) The reluctant state and the beginning of the end of state education, Journal of Educational Administration and History 44 (2), 89-103. ■ Barber, M. (2015) How to run a government so that citizens benefit and taxpayers don’t go crazy, Allen Lane, London. ■ Bloom, N. Lemos, R. Sadun, R. and Van Reenen, J. (2014) Does Management Matter in Schools? Centre for Economic Performance, LSE, Discussion Paper No 1312, London.  http://cep.lse.ac.uk/pubs/download/dp1312.pdf accessed 24.2.16. ■ Craig, I. (2017) Toxic leadership. In: P. Earley, & T. Greany, (Eds.) School Leadership and Education System Reform (pp. 182-190). London: Bloomsbury. ■ Bryk, A. S. and Schneider, B. (2002) Trust in Schools: A Core Resource for Improvement. New York: Russel Sage Foundation. ■ Coffield, F. (2012) Why the McKinsey reports will not improve school systems, Journal of Education Policy, 27 (1), 131–149. ■ Cordingley, P. Higgins, S. Greany, T. Buckler, N. Coles-Jordan, D. Crisp, B. Saunders, L. Coe, R. (2015) Developing Great Teaching: Lessons from the international reviews into effective professional development, Teacher Development Trust. ■ Day, C. Sammons, P. Leithwood, K. Hopkins, D. Gu, Q. Brown, E. and Ahtaridou, E. (2011) Successful school leadership : linking with learning and achievement, Maidenhead: Open University Press. ■ Di Liberto, A. Schivardi, F. and Sulis, G. (2014) Managerial Practices and Students’ Performance. Economic Policy Sixtieth Panel Meeting, Rome. http://www.economic-policy.org/wp-content/uploads/2014/10/Di-Liberto-Schivardi-Sulis.pdf accessed 24.2.16 ■ Earley, & T. Greany, (Eds.) (2017) School Leadership and Education System Reform (pp. 182-190). London: Bloomsbury. ■ Ehren, M. Perryman, J. and Shackleton, N. (2014) Setting expectations for good education: How Dutch school inspections drive improvement, School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 26 (2), 296-327. ■ Fullan, M (2010) The big ideas behind whole system reform, Education Canada, 50, 3, Canadian Educational Association. Accessed 8 February 2015, at www.michaelfullan.ca/media/13396082070.pdf ■ Glatter, R. Woods, P. Bagley, C. (1997) ‘Diversity, differentiation and hierarchy: school choice and parental preferences’, in Glatter, R. Woods, P. Bagley, C. (eds) (1997) Choice and diversity in schooling: perspectives and prospects, Routledge: London. ■ Hanushek, E.A. Link, S. and Woessmann, L. (2012) Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA, Journal of Development Economics. No. 296. ■ Hargreaves, D. (2010) Creating a self-improving school system, Nottingham: National College for School Leadership. ■ Hargreaves, D. (2012) A self-improving school system in international context, Nottingham: National College for School Leadership. ■ Hopkins, D. Stringfield, S. Harris, A. Stoll, L. & Mackay, T. (2014) School and system improvement: A state of the art review, School Effectiveness and School Improvement. 25(2), 257-281. ■ Jensen, B, Hunter, A, Sonnemann, J and Burns, T (2012) Catching Up: Learning from the Best School Systems in East Asia, Melbourne: Grattan Institute. ■ Jensen, B and Downing, P (2017) Preparing to Lead: Lessons from High Performing Education Systems, Washington-DC: National Centre on Education and the Economy. hhttps://learningfirst.com/ttps://learningfirst.com/reports/2017/10/22/preparing-to-lead ■ Leithwood, K. Day, C. Sammons, P. Harris, A. and Hopkins, D. (2006) Seven strong claims about successful school leadership. Nottingham: NCSL. ■ Lubienski, C. (2009), Do Quasi-markets Foster Innovation in Education?: A Comparative Perspective, OECD Education Working Papers, No. 25, Paris: OECD Publishing. ■ Matthews, P. Rea, S. Hill R. and Gu, Q. (2014) Freedom to lead: a study of outstanding primary school leadership in England, London: Department for Education. ■ Mourshed, M. Chijioke, C. and Barber, M. (2010) How the world’s most improved school systems keep getting better, London: McKinsey&Co. ■ OECD (2011) School autonomy and accountability: Are they related to student performance? PISA in Focus. 2011/9. Paris: OECD Publishing. ■ OECD (2015), Education Policy Outlook 2015: Making reforms happen. Paris: OECD Publishing. ■ OECD (2016) School Leadership for Learning: Insights from TALIS 2013, Paris: OECD. http://www.oecd-ilibrary.org/education/school-leadership-for-learning_9789264258341-en ■ Ofsted (2009a) Twenty Outstanding Primary Schools: Excelling against the odds, London: Ofsted. ■ Ofsted (2009b) Twelve Outstanding Secondary Schools: Excelling against the odds, London: Ofsted. ■ Pont, B. Nusche, D. and Moorman, H. (2008a) Improving school leadership. Vol 1 Policy and Practice, Paris: OECD. ■ Pont, B. Nusche, D. and Hopkins, D. (2008b) Improving school leadership. Case studies on system leadership, Paris: OECD. ■ Porritt, V, Spence-Thomas, K and Taylor, C (2017) Leading professional learning and development, In: P. Earley, & T. Greany, (Eds.) School Leadership and Education System Reform (pp. 121-130). London: Bloomsbury. ■ Robinson, V. (2011) Student-centred Leadership, New York: Jossey-Bass. ■ Sahlberg P. (2011)"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(9) "preparing"
        [1]=>
        string(9) "diversity"
        [2]=>
        string(6) "london"
        [3]=>
        string(7) "student"
        [4]=>
        string(4) "2030"
      }
    }
    ["categories"]=>
    array(6) {
      [0]=>
      array(3) {
        ["value"]=>
        string(20) "Executive Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(22) "Leadership Development"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(15) "Leadership Team"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(6) "Policy"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(24) "Professional Development"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Executive Leadership

The paradox of policy and the quest for successful leadership

18 Apr 2018

Cookie	Duration	Description
cookielawinfo-checbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Create an account to read this article

£7.00+ VAT

Register for free

Cookies