Derek Glover

Bullying in 25 Secondary Schools: Incidence, Impact and Intervention.

This paper outlines an investigation of the incidence and impact of physical, verbal and property-violation bullying in 25 secondary schools within a partnership operating with Keele University. The investigation also considers the impact of antisocial behaviour on pupils and the effectiveness of intervention to secure improved behaviour patterns. Evidence shows that in any year 75 per cent of pupils are bullied but that severe and repeated bullying is likely to be perpetrated and suffered by about seven per cent of pupils. Four behaviour patterns can be identified: bullies, bullies who are also victims, victims and non-participants, and the link between behaviour and factors in developing self-esteem is explored. Successful intervention requires a change of attitude on the part of both pupils and the community, a willingness to report events, and an understanding of respect for personal space.

Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school

Abstract This article reports on the impact on teaching of the introduction of interactive whiteboard technology into one secondary comprehensive school. It uses research evidence from a whole-staff questionnaire and in-depth structured interviews with one third of the staff. It outlines the views of both staff and students and describes the use, learning and teaching implications, problems and potential of the technology. Findings are related to two typologies – that of use as an aid to efficiency, extension or transformation in teaching, and that of teacher attitudes as missioners, tentatives or Luddites. It concludes that problems with use and limited impact on learning and teaching are more likely to occur where teachers fail to appreciate that interactivity requires a new approach to pedagogy. Training and personal development involving coaching and mutually reflective activity is of the greatest help to staff

The Interactive Whiteboard: A Literature Survey.

Abstract There has been an increasing awareness of the need to understand the match between technology and pedagogy in the development of interactive learning supported by the interactive whiteboard in schools in the United Kingdom. There is evidence that teachers are seeking some understanding of the research background and to this end a team from Keele University has been working on three aspects of interactive whiteboard use – the management of change as the technology is introduced, the learning processes as teachers become more fluent with the hardware and software, and the development of interactivity as a feature of enhanced pedagogy. There is comparatively little background or research literature available but the team have sought this out and offer an analysis of findings from a broad sweep of sources. These confirm that enhanced interactivity requires an understanding of the way in which both teachers and pupils gain from the use of the technology and demonstrate that there is a progression at all levels in learning to use the equipment and associated software to educational advantage.

The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages: an empirical analysis from the secondary sector

There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video‐recorded lessons taught by ‘successful’ teachers drawn from mathematics and modern foreign language departments in secondary schools led to the classification of three types of practice representing a spectrum of increasing interactivity. The nature of this good practice was analysed together with criteria for assessing the changes being wrought by technology in approaches to learning and teaching. The investigation concluded that the use of new technology alone cannot lead to enhanced learning. Teachers also need training to develop awareness of the relationship between approaches to interactive learning and conceptual and cognitive development in subject areas.

Graduateness and Employability: student perceptions of the personal outcomes of university education

Abstract There is considerable pressure to expand the student take-up of university places in the United Kingdom. This has had implications for the nature of provision and pedagogy in higher education. In particular there is a tension between graduateness as a state after the completion of a course, and employability as an assessment of the economic worth of a student at that time. This investigation charts the background to the tension and reports on findings from 400 students at the commencement, and 400 students at the completion of their university courses. Evidence indicates that economic motivation is more important than the pursuit of knowledge and that instrumentalism directed towards employment is increasingly expected of higher education courses. Graduateness alone is not seen by students as a sufficient basis for continued personal and institutional investment and hoped for success in a highly competitive, flexible, and globally responsive, environment. The extension of partnerships between higher education and employers is considered essential if student numbers are to be maintained.

The Meaning of Management The Development Needs of Middle Managers in Secondary Schools

This paper summarizes an investigation of perceptions of the roles and responsibilities of middle managers in seven secondary schools. It considers the various interpretations of the term and the way in which the work of the traditional head of department is changing. It outlines the expectations of middle managers on the part of both senior and managed staff and shows how, through an analysis of leadership, administration and evaluation roles, a tension is developing between the mechanistic and professional approaches. The implications of this for the development of future middle managers are considered together with the view that a balance is needed between competence and professional focuses in development and training.

Distributed leadership in action: leading high-performing leadership teams in English schools

Heroic models of leadership based on the role of the principal have been supplemented by an emerging recognition of the value of ‘distributed leadership’. The work of effective senior leadership teams (SLTs) is an important manifestation of distributed leadership, but there has been only limited research addressing the relationship between this model and leadership teams in education. This article reports the findings of research conducted for the English National College, on high-performing SLTs. The research adopted a case study approach with nine English schools (four secondary, three primary and two special). The schools were defined as ‘high performing’ because they received ‘outstanding’ Ofsted grades overall, and for leadership and management, in inspections conducted in 2008–2009. The research shows that high-performing leadership teams are characterised by internal coherence and unity, a clear focus on high standards, two-way communication with internal and external stakeholders and a commitment to distributed leadership.

School leadership models: what do we know?

The growth in the importance of school leadership has been accompanied by theory development, with new models emerging and established approaches being redefined and further developed. The purpose of this paper is to review current and recent writing on leadership models. The paper examines theoretical literature, to see how leadership is conceptualised, and empirical literature, to demonstrate whether and how the research evidence supports these concepts. The paper shows that leadership models are subject to fashion but often serve to reflect, and to inform, changes in school leadership practice.

Into the unknown: the professional development induction experience of secondary mathematics teachers using interactive whiteboard technology

This article examines the approaches to professional development for staff in mathematics departments in seven secondary schools when interactive whiteboards were provided under a government funded project. The analysis is based on observations of video‐recorded lessons taught in the schools immediately after the technology was installed and again after two terms use. In this way, it was possible to complete a longitudinal study of change for a total of 22 staff in the schools for both sets of recordings and to gather a narrative of their experiences using a structured interview approach. Evidence suggests that the technology was either installed with minimum IWB training or installed with a general technological and pedagogic introduction or installed with continuous mentoring either from advisors or a ‘missioner’ member of the department. In those schools, characterised by the latter pattern, there appears to have been a more rapid progression from didactic to interactive teaching approaches and our conclusion is that effective interactive whiteboard teaching requires continuing professional development and specific personal coaching with a consideration of both interactive whiteboard techniques and pedagogy.

Black and minority ethnic leaders in England: a portrait

Black and minority ethnic (BME) leaders are greatly under-represented in English schools compared with the number of BME pupils. This paper reports the findings from research with BME leaders in 2004–2005 and links them to insights from a systematic literature review. The paper shows that BME teachers experience many barriers in developing their careers, including family and community attitudes, unfair recruitment and selection processes, and both covert and overt discrimination. The participants in the research demonstrate qualities of determination, resilience and hard work in overcoming these barriers, leading to the conclusion that these pioneers are ‘exceptional’ people.