Establishing an evidence-base for supporting middle leadership practice development in schools

Journal article

Grootenboer, Peter, Tindall-Ford, Sharon, Edwards-Groves, Christine and Attard, Catherine. (2023). Establishing an evidence-base for supporting middle leadership practice development in schools. School Leadership and Management. 43(5), pp. 454-472. https://doi.org/10.1080/13632434.2023.2271957
AuthorsGrootenboer, Peter, Tindall-Ford, Sharon, Edwards-Groves, Christine and Attard, Catherine
Abstract

Amidst ongoing calls for teaching improvement, there has been growing interest in the work of middle leaders in leading school-based curriculum and professional development. Research and policy initiatives have acknowledged that these leaders in schools are well placed to successfully drive educational change that leads to improved educational outcomes for students. This has led to an increase in development programmes for middle leaders, but there appears to be a distinctive disconnect between the research and theory that should inform these, initiatives. This article reports findings gathered from a questionnaire completed by almost 200 middle leaders from across Australia, conducted as part of a larger national mixed method research studying middle leader practices. The instrument was designed to investigate the practices of middle leaders who were responsible for leading school-based development, based on three domains of middle leading practices: leading and teaching, managing and facilitating, and communicating and collaborating. Multivariate analysis techniques were used to analyse the data, and there were statistically significant differences in the practices of middle leaders based on school type and their professional accreditation levels. Participant responses related to highlighted high administration workload potentially impacted ML practices related to leading teaching and learning.

KeywordsMiddle leadership; educational development; leading practice; leadership development
Year01 Jan 2023
JournalSchool Leadership and Management
Journal citation43 (5), pp. 454-472
PublisherRoutledge
ISSN1363-2434
Digital Object Identifier (DOI)https://doi.org/10.1080/13632434.2023.2271957
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/13632434.2023.2271957
Open accessPublished as non-open access
Research or scholarlyResearch
Page range454-472
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online15 Nov 2023
Publication process dates
Accepted10 Oct 2023
Deposited26 Aug 2024
Additional information

© 2023 Informa UK Limited, trading as Taylor & Francis Group.

Place of publicationUnited Kingdom
Permalink -

https://acuresearchbank.acu.edu.au/item/90x0x/establishing-an-evidence-base-for-supporting-middle-leadership-practice-development-in-schools

Log in to edit

Restricted files

Publisher's version

  • 18
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Middle leaders' identity–practice framings : A site-ontological view of identity in and as practice
Edwards-Groves, Christine, Grootenboer, Peter, Petrie, Kirsten and Rönnerman, Karin. (2024). Middle leaders' identity–practice framings : A site-ontological view of identity in and as practice. British Educational Research Journal. 50(2), pp. 694-712. https://doi.org/10.1002/berj.3952
“But once I did it, it was incredible” : practitioner action researchers’ experiences of transcription and using transcripts
Davidson, Christina and Edwards-Groves, Christine. (2023). “But once I did it, it was incredible” : practitioner action researchers’ experiences of transcription and using transcripts. Educational Action Research. pp. 1-17. https://doi.org/10.1080/09650792.2023.2257233
The sand through my fingers : Finding Aboriginal cultural voice, identity and agency on country
Edwards-Groves, Christine. (2023). The sand through my fingers : Finding Aboriginal cultural voice, identity and agency on country. In Living well in a world worth living in for all : Current practices of social justice, sustainability and wellbeing pp. 87 Springer. https://doi.org/10.1007/978-981-19-7985-9
Practising educational leading ‘in’ and ‘from’ the middle : A site ontological view of best practice
Edwards-Groves, Christine, Grootenboer, Peter, Petrie, Kirsten and Nicholas, Zeffie. (2023). Practising educational leading ‘in’ and ‘from’ the middle : A site ontological view of best practice. Journal of Educational Administration and History. 55(1), pp. 72-88. https://doi.org/10.1080/00220620.2022.2066637
Acknowledging, negotiating, and reporting ‘uncomfortable truths’ in action research
Boyle, Tess, Petrie, Kirsten, Grootenboer, Peter, Rönnerman, Karin and Edwards-Groves, Christine. (2022). Acknowledging, negotiating, and reporting ‘uncomfortable truths’ in action research. Educational Action Research. 31(5), pp. 909-919. https://doi.org/10.1080/09650792.2022.2044875
Action Research conceptualised in seven cornerstones as conditions for transforming education
Edwards-Groves, Christine and Rönnerman, Karin. (2022). Action Research conceptualised in seven cornerstones as conditions for transforming education. International Journal of Action Research. 18(2), pp. 116-133. https://doi.org/10.3224/ijar.v18i2.03
Creativity in higher education : A qualitative analysis of experts’ views in three disciplines
Georgiou, Helen, Turney, Annette, Matruglio, Erika, Jones, Pauline, Gardiner, Paul and Edwards-Groves, Christine. (2022). Creativity in higher education : A qualitative analysis of experts’ views in three disciplines. Education Sciences. 12(3), p. Article 154. https://doi.org/10.3390/educsci12030154
Articulating education with primary students
Edwards-Groves, Christine and Freebody, Peter. (2022). Articulating education with primary students. In In Jones, Pauline, Matruglio, Erika and Edwards-Groves, Christine (Ed.). Transition and continuity in school literacy development pp. 233-252 Bloomsbury Academic.
Transitions in literacy and classroom interaction across the school years
Edwards-Groves, Christine, Garoni, Stephanie and Freebody, Peter. (2021). Transitions in literacy and classroom interaction across the school years. In Transition and Continuity in School Literacy Development pp. 95-118 Bloomsbury Academic. https://doi.org/10.5040/9781350148871.ch-006
The ‘doubleness’ of transition : Investigating classroom talk practices in literacy lessons at the end of primary school and the beginning of secondary school
Garoni, Stephanie, Edwards-Groves, Christine and Davidson, Christina. (2021). The ‘doubleness’ of transition : Investigating classroom talk practices in literacy lessons at the end of primary school and the beginning of secondary school. Australian Journal of Language and Literacy. 44(2), pp. 62-75. https://doi.org/10.1007/BF03652073
Literacy’s changing morphologies : Trajectories, classroom exchanges and the evolution of literacy demands over the school years
Edwards-Groves, Christine and Freebody, Peter. (2021). Literacy’s changing morphologies : Trajectories, classroom exchanges and the evolution of literacy demands over the school years. Australian Journal of Language and Literacy. 44(2), pp. 76-89. https://doi.org/10.1007/BF03652074
Dialogic writing : Investigating writing and oral language development through dialogic pedagogies for students from a diverse low socio-economic community
Edwards-Groves, Christine and Davidson, Christina. (2021). Dialogic writing : Investigating writing and oral language development through dialogic pedagogies for students from a diverse low socio-economic community Wagga Wagga, NSW: Charles Sturt University.
Conceptualising five dimensions of relational trust: implications for middle leadership
Edwards-Grove, Christine and Grootenboer, Peter. (2021). Conceptualising five dimensions of relational trust: implications for middle leadership. School Leadership and Management. 41(3), pp. 260-283. https://doi.org/10.1080/13632434.2021.1915761
A curriculum of mathematical practices
Grootenboer, Peter, Edwards-Groves, Christine and Kemmis, Steven. (2021). A curriculum of mathematical practices. Pedagogy Culture and Society. 31(3), pp. 607-625. https://doi.org/10.1080/14681366.2021.1937678
Generative leadership : Rescripting the promise of action research
Edwards-Groves, Christine Joy and Rönnerman, Karin. (2021). Generative leadership : Rescripting the promise of action research Springer. https://doi.org/10.1007/978-981-33-4563-8
Middle leadership in schools : A practical guide for leading learning
Grootenboer, Peter, Edwards-Groves, Christine and Rönnerman, Karin. (2020). Middle leadership in schools : A practical guide for leading learning Routledge. https://doi.org/10.4324/9781003026389
Noticing the multidimensionality of active listening in a dialogic classroom
Edwards-Groves, Christine and Davidson, Christina. (2020). Noticing the multidimensionality of active listening in a dialogic classroom. Australian Journal of Language and Literacy. 43(1), pp. 83-94. https://doi.org/10.1007/BF03652045
Producing and closing down multiple-response sequences during whole-class talk in an early years classroom
Davidson, Christina and Edwards-Groves, Christine. (2020). Producing and closing down multiple-response sequences during whole-class talk in an early years classroom. Language and Education. 34(3), pp. 193-211. https://doi.org/10.1080/09500782.2019.1689995
Managing the delicate matter of advice giving : Accomplishing communicative space in Critical Participatory Action Research
Davidson, Christina and Edwards-Groves, Christine. (2020). Managing the delicate matter of advice giving : Accomplishing communicative space in Critical Participatory Action Research. Educational Action Research. 28(2), pp. 275-292. https://doi.org/10.1080/09650792.2018.1559744
Teaching as pedagogical praxis
Kemmis, Stephen, Edwards-Groves, Christine, Jakhelln, Rachel, Choy, Sarojni, Wärvik, Gun-Britt, Gyllander Torkildsen, Lisbeth and Arkenback-Sundström, Charlotte. (2020). Teaching as pedagogical praxis. In In Mahon, Kathleen, Edwards-Groves, Christine, Francisco, Susanne, Kaukko, Mervi, Kemmis, Stephen and Petrie, Kirsten (Ed.). Pedagogy, education, and praxis in critical times pp. 85-116 Springer Nature Singapore. https://doi.org/10.1007/978-981-15-6926-5_5
Metatalk for dialogic turn in the first years of schooling
Edwards-Groves, Christine and Davidson, Christina. (2020). Metatalk for dialogic turn in the first years of schooling. In In Mercer, Neil, Wegerif, Rupert and Major, Louis (Ed.). The Routledge international handbook of research on dialogic education pp. 125-138 Routledge. https://doi.org/10.4324/9780429441677-12
Leading as shared transformative educational practice
Edwards-Groves, Christine, Wilkinson, Jane and Mahon, Kathleen. (2020). Leading as shared transformative educational practice. In In Mahon, Kathleen, Edwards-Groves, Christine, Francisco, Susanne, Kaukko, Mervi, Kemmis, Stephen and Petrie, Kirsten (Ed.). Pedagogy, education, and praxis in critical times pp. 117-140 Springer Nature Singapore. https://doi.org/10.1007/978-981-15-6926-5_6
Critical praxis for critical times
Petrie, Kirsten, Kemmis, Stephen and Edwards-Groves, Christine. (2020). Critical praxis for critical times. In Critical praxis for critical times pp. 163-178 Springer Nature Singapore. https://doi.org/10.1007/978-981-15-6926-5_8
Learning mathematics as being stirred into mathematical practices : An alternative perspective on identity formation
Grootenboer, Peter and Edwards-Groves, Christine. (2019). Learning mathematics as being stirred into mathematical practices : An alternative perspective on identity formation. ZDM. 51(3), pp. 433-444. https://doi.org/10.1007/s11858-018-01017-5
Driving change from ‘the middle’ : Middle leading for site based educational development
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
District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools
Jane Wilkinson, Edwards-Groves, Christine, Grootenboer, Peter and Kemmis, Stephen. (2019). District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools. Journal of Educational Administration. 57(5), pp. 501-518. https://doi.org/10.1108/JEA-09-2018-0179
‘But you said this...’ : Students’ management of disagreement within a dialogic approach to literacy instruction
Davidson, Christina and Edwards-Groves, Christine. (2018). ‘But you said this...’ : Students’ management of disagreement within a dialogic approach to literacy instruction. Australian Journal of Language and Literacy. 41(3), pp. 190-200. https://doi.org/10.1007/BF03652019
Att leda från mitten - lärare som driver professionell utveckling
Rönnerman, Karin, Edwards-Groves, Christine and Grootenboer, Peter. (2018). Att leda från mitten - lärare som driver professionell utveckling Lärarförlaget.
Transforming professional learning : Educational action research in practice
Hardy, Ian, Rönnerman, Karin and Edwards-Groves, Christine. (2018). Transforming professional learning : Educational action research in practice. European Educational Research Journal. 17(3), pp. 421-441. https://doi.org/10.1177/1474904117690409
Understanding education : History, politics and practice
Kemmis, Stephen and Edwards-Groves, Christine. (2018). Understanding education : History, politics and practice Springer. https://doi.org/10.1007/978-981-10-6433-3
The practices architectures of pedagogy : Conceptualising the convergences between sociality, dialogue, ontology and temporarily in teaching practices
Edwards-Groves, Christine. (2018). The practices architectures of pedagogy : Conceptualising the convergences between sociality, dialogue, ontology and temporarily in teaching practices. In In Bernad-Cavero, Olga and Llevot-Calvet, Núria (Ed.). New pedagogical challenges in the 21st Century : Contributions of research in education pp. 119-140 IntechOpen. https://doi.org/10.5772/intechopen.72920
The possibilities for education in an era of schooling
Grootenboer, Peter, Edwards-Groves, Christine and Wilkinson, Jane. (2018). The possibilities for education in an era of schooling. In In Edwards-Groves, Christine, Grootenboer, Peter and Wilkinson, Jane (Ed.). Education in an era of schooling : Critical perspectives of educational practice and action research. A festschrift for Stephen Kemmis pp. 1-15 Springer Nature Singapore. https://doi.org/10.1007/978-981-13-2053-8_1
Reminiscences, reflections, recognitions
Edwards-Groves, Christine, Grayson, Thomas, Jenkins, David, Grant, Uncle Stan, Wallis, Carmel and Bryan, Kaye. (2018). Reminiscences, reflections, recognitions. In In Edwards-Groves, Christine, Grootenboer, Peter and Wilkinson, Jane (Ed.). Education in an era of schooling : Critical perspectives of educational practice and action research. A festschrift for Stephen Kemmis pp. 213-237 Springer Nature Singapore. https://doi.org/10.1007/978-981-13-2053-8_15
Knowing pedagogical dialogues for learning : Establishing a repertoire of classroom interaction practices as core teaching practice
Edwards-Groves, Christine. (2018). Knowing pedagogical dialogues for learning : Establishing a repertoire of classroom interaction practices as core teaching practice. In In Weinberger, Yehudith (Ed.). Contemporary pedagogies in teacher education and development pp. 67-86 IntechOpen. https://doi.org/10.5772/intechopen.78968
A young child's use of multiple technologies in the social organisation of a pretend telephone conversation
Scriven, Brooke, Edwards-Groves, Christine and Davidson, Christina. (2018). A young child's use of multiple technologies in the social organisation of a pretend telephone conversation. In In Danby, Susan J., Fleer, Marilyn, Davidson, Christina and Hatzigianni, Maria (Ed.). Digital childhoods : Technologies and children's everyday lives pp. 267-284 Springer Nature Singapore. https://doi.org/10.1007/978-981-10-6484-5_17
Knowing pedagogical praxis in twenty-first century education
Edwards-Groves, Christine, Grootenboer, Peter and Smith, Tracey. (2018). Knowing pedagogical praxis in twenty-first century education. In In Edwards-Groves, Christine, Grootenboer, Peter and Wilkinson, Jane (Ed.). Education in an era of schooling : Critical perspectives of educational practice and action research. A Festschrift for Stephen Kemmis pp. 135-150 Springer. https://doi.org/10.1007/978-981-13-2053-8_10
Teacher professional learning - Beyond the Simplistic : A Review of HOW2Learn
Groundwater-Smith, Susan, McIntyre, Ann, Kemmis, Stephen and Edwards-Groves, Christine. (2017). Teacher professional learning - Beyond the Simplistic : A Review of HOW2Learn Wagga Wagga: Department of Education, New South Wales.
Practice theory and education : Diversity and contestation
Grootenboer, Peter, Edwards-Groves, Christine and Choy, Sarojni. (2017). Practice theory and education : Diversity and contestation. In In Grootenboer, Peter, Edwards-Groves, Christine and Choy, Sarojni (Ed.). Practice theory perspectives on pedagogy and education : Praxis, diversity and contestation pp. 1-21 Springer. https://doi.org/10.1007/978-981-10-3130-4_1
The practice architectures of middle leading in early childhood education
Rönnerman, Karin, Grootenboer, Peter and Edwards-Groves, Christine. (2017). The practice architectures of middle leading in early childhood education. International Journal of Child Care and Education Policy. 11, p. Article: 8. https://doi.org/10.1186/s40723-017-0032-z
Becoming a meaning maker : Talk and interaction in the dialogic classroom
Edwards-Groves, Christine and Davidson, Christina. (2017). Becoming a meaning maker : Talk and interaction in the dialogic classroom Primary English Teaching Association Australia (PETAA).
Toward a strategic agenda for global action research : Reflections on alternative globalization
Rowell, Lonnie L., Balogh, Ruth, Edwards-Groves, Christine, Zuber-Skerritt, Ortrun, Santos, Doris and Shosh, Joseph M.. (2017). Toward a strategic agenda for global action research : Reflections on alternative globalization. In In Rowell, Lonnie L., Bruce, Catherine D., Shosh, Joseph M. and Riel, Margaret M. (Ed.). The Palgrave international handbook of action research pp. 843-862 Palgrave Macmillan. https://doi.org/10.1057/978-1-137-40523-4_49
Provoking a (re) newed frontier in theorising practice
Choy, Sarojni, Edwards-Groves, Christine and Grootenboer, Peter. (2017). Provoking a (re) newed frontier in theorising practice. In In Grootenboer, Peter, Edwards-Groves, Christine and Choy, Sarojni (Ed.). Practice theory perspectives on pedagogy and education : Praxis, diversity and contestation pp. 265-280 Springer Nature Singapore. https://doi.org/10.1007/978-981-10-3130-4_14
Learning spaces and practices for participation in primary school lessons : A focus on classroom interaction
Edwards-Groves, Christine and Grootenboer, Peter. (2017). Learning spaces and practices for participation in primary school lessons : A focus on classroom interaction. In In Mahon, Kathleen, Francisco, Susanne and Kemmis, Stephen (Ed.). Exploring education and professional practice : Through the lens of practice architectures pp. 31-47 Springer Science+Business Media Singapore. https://doi.org/10.1007/978-981-10-2219-7_2
Leading from the middle : A praxis-oriented practice
Grootenboer, Peter, Rönnerman, Karin and Edwards-Groves, Christine. (2017). Leading from the middle : A praxis-oriented practice. In In Grootenboer, Peter, Edwards-Groves, Christine and Choy, Sarojni (Ed.). Practice theory perspectives on pedagogy and education : Praxis, diversity and contestation pp. 243-263 Springer Nature Singapore. https://doi.org/10.1007/978-981-10-3130-4_13
Researching dialogic pedagogies for literacy learning across the primary years
Edwards-Groves, Christine and Davidson, Christina. (2016). Researching dialogic pedagogies for literacy learning across the primary years Newtown, NSW: Primary English Teaching Association Australia (PETAA).
Pedagogy, education and praxis : Understanding new forms of intersubjectivity through action research and practice theory
Edwards-Groves, Christine and Kemmis, Stephen. (2016). Pedagogy, education and praxis : Understanding new forms of intersubjectivity through action research and practice theory. Educational Action Research. 24(1), pp. 77-96. https://doi.org/10.1080/09650792.2015.1076730
Partnership and recognition in action research : Understanding the practices and practice architectures for participation and change
Edwards-Groves, Christine, Olin, Anette and Karlberg-Granlund, Gunilla. (2016). Partnership and recognition in action research : Understanding the practices and practice architectures for participation and change. Educational Action Research. 24(3), pp. 321-333. https://doi.org/10.1080/09650792.2015.1129983
Historicising teachers’ learning : A case study of productive professional practice
Hardy, Ian and Edwards-Groves, Christine. (2016). Historicising teachers’ learning : A case study of productive professional practice. Teachers and Teaching: Theory and Practice. 22(5), pp. 538-552. https://doi.org/10.1080/13540602.2016.1158463
Facilitating a culture of relational trust in school-based action research : Recognising the role of middle leaders
Edwards-Groves, Christine, Grootenboer, Peter and Ronnerman, Karin. (2016). Facilitating a culture of relational trust in school-based action research : Recognising the role of middle leaders. Educational Action Research. 24(3), pp. 369-386. https://doi.org/10.1080/09650792.2015.1131175
Reconceptualising first year professional experience : Enacting a repertoire of learning focused talk for efficacy in teaching practice
Edwards-Groves, Christine. (2016). Reconceptualising first year professional experience : Enacting a repertoire of learning focused talk for efficacy in teaching practice. In In Brandenburg, Robyn, McDonough, Sharon, Burke, Jenene and White, Simone (Ed.). Teacher education : Innovation, intervention and impact pp. 79-97 Springer Science+Business Media Singapore. https://doi.org/10.1007/978-981-10-0785-9_6
Pedagogy Education Praxis Network (PEP) : International research program
Kemmis, Stephen, Rönnerman, Karin and Edwards-Groves, Christine. (2016). Pedagogy Education Praxis Network (PEP) : International research program. In In Rowell, Lonnie L., Bruce, Catherine D., Shosh, Joseph M. and Riel, Margaret M. (Ed.). The Palgrave international handbook of action research pp. 471-485 Palgrave Macmillan. https://doi.org/10.1057/978-1-137-40523-4_29
Roads Not Travelled, Roads Ahead : How the Theory of Practice Architectures Is Travelling
Kemmis, Stephen, Wilkinson, Jane and Edwards-Groves, Christine. (2015). Roads Not Travelled, Roads Ahead : How the Theory of Practice Architectures Is Travelling. In In Mahon, Kathleen, Francisco, Susanne and Kemmis, Stephen (Ed.). Exploring Education and Professional Practice : Through the Lens of Practice Architectures pp. 239-256 Springer Singapore. https://doi.org/10.1007/978-981-10-2219-7_14
Leading practice development : voices from the middle
Grootenboer, Peter, Edwards-Groves, Christine and Rönnerman, Karin. (2015). Leading practice development : voices from the middle. Professional Development in Education. 41(3), pp. 508-526. https://doi.org/10.1080/19415257.2014.924985
Opening up communicative spaces for discussion ‘quality practices’ in early childhood education through middle leadership
Rönnerman, Karin, Edwards-Groves, Christine and Grootenboer, Peter. (2015). Opening up communicative spaces for discussion ‘quality practices’ in early childhood education through middle leadership. Nordic Journal of Studies in Educational Policy. 2015(3), p. Article: 30098. https://doi.org/10.3402/nstep.v1.30098
Mentoring of new teachers as a contested practice : Supervision, support and collaborative self-development
Kemmis, Stephen, Heikkinen, Hannu L.T., Fransson, Göran, Aspfors, Jessica and Edwards-Groves, Christine. (2014). Mentoring of new teachers as a contested practice : Supervision, support and collaborative self-development. Teaching and Teacher Education. 43, pp. 154-164. https://doi.org/10.1016/j.tate.2014.07.001