Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 104-119 |
| Number of pages | 16 |
| Journal | School Leadership and Management |
| Volume | 34 |
| Issue number | 2 |
| Early online date | 25 Nov 2013 |
| DOIs | |
| Publication status | Published - 2014 |
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A comparison of the governing of primary and secondary schools in England. / James, C.; Connolly, M.; Brammer, S.; Fertig, M.; James, J.; Jones, J.
In: School Leadership and Management, Vol. 34, No. 2, 2014, p. 104-119.Research output: Contribution to journal › Article
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TY - JOUR
T1 - A comparison of the governing of primary and secondary schools in England
AU - James, C.
AU - Connolly, M.
AU - Brammer, S.
AU - Fertig, M.
AU - James, J.
AU - Jones, J.
PY - 2014
Y1 - 2014
N2 - In England, governing bodies continue to be responsible for the conduct of publicly funded schools. This article compares the governing of publicly funded primary schools (for 5-11 year olds) and secondary schools (for 11-18 year olds). The research analysed policy documents and the governing of 16 primary and 14 secondary schools. The main governance mode for both primary schools and secondary schools is hierarchical and similar in nature, and the governing bodies of primary and secondary schools use broadly similar governing instruments. However, they differ in significant ways. In primary schools, governing is smaller in scale and less complex. Primary school governing is closer to the school and children, and the images held by governors of the system to be governed are better developed in primary schools. Functional knowledge was more useful in primary school governing, and the use of informal meetings as instruments of governance was more widespread in primary school governing. The findings and their implications need to be taken into account in the analysis of and policy making for school governing.
AB - In England, governing bodies continue to be responsible for the conduct of publicly funded schools. This article compares the governing of publicly funded primary schools (for 5-11 year olds) and secondary schools (for 11-18 year olds). The research analysed policy documents and the governing of 16 primary and 14 secondary schools. The main governance mode for both primary schools and secondary schools is hierarchical and similar in nature, and the governing bodies of primary and secondary schools use broadly similar governing instruments. However, they differ in significant ways. In primary schools, governing is smaller in scale and less complex. Primary school governing is closer to the school and children, and the images held by governors of the system to be governed are better developed in primary schools. Functional knowledge was more useful in primary school governing, and the use of informal meetings as instruments of governance was more widespread in primary school governing. The findings and their implications need to be taken into account in the analysis of and policy making for school governing.
UR - http://www.scopus.com/inward/record.url?scp=84888797788&partnerID=8YFLogxK
UR - http://dx.doi.org/10.1080/13632434.2013.849680
U2 - 10.1080/13632434.2013.849680
DO - 10.1080/13632434.2013.849680
M3 - Article
VL - 34
SP - 104
EP - 119
JO - School Leadership and Management
JF - School Leadership and Management
SN - 1363-2434
IS - 2
ER -