Driving change from ‘the middle’ : Middle leading for site based educational development

Journal article

Edwards-Groves, Christine, Grootenboer, Peter, Hardy, Ian and Rönnerman, Karin. (2019). Driving change from ‘the middle’ : Middle leading for site based educational development. School Leadership and Management. 39(3-4), pp. 315-333. https://doi.org/10.1080/13632434.2018.1525700
AuthorsEdwards-Groves, Christine, Grootenboer, Peter, Hardy, Ian and Rönnerman, Karin
Abstract

Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.

Keywordsmiddle leading; practice; practice architectures; professional change; site based education development; teacher leaders
Year2019
JournalSchool Leadership and Management
Journal citation39 (3-4), pp. 315-333
PublisherRoutledge
ISSN1363-2434
Digital Object Identifier (DOI)https://doi.org/10.1080/13632434.2018.1525700
Scopus EID2-s2.0-85054626308
Research or scholarlyResearch
Page range315-333
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online08 Oct 2018
Publication process dates
Accepted08 Sep 2018
Deposited21 Oct 2021
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