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Professional development of Primary School Headteachers : the paradox of ownership
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Campbell, Jim, Lindsay, Geoff and Phillips, Emma (2002) Professional development of Primary School Headteachers : the paradox of ownership. School Leadership & Management, Volume 22 (Number 4). pp. 359-370. doi:10.1080/1363243022000053394
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Official URL: http://dx.doi.org/10.1080/1363243022000053394
Abstract
This article offers a critique of the concept of ownership central to contemporary theorising about professional development in education. The theorising was tested against data from a national programme of professional development projects for 185 primary headteachers, in which a strong sense of ownership had been embedded. In four areas, i.e. the focus of the projects, funding priorities, capacity building and impact on pupils, the theory appeared to be paradoxical. The concluding discussion examines some explanations for the paradoxes, including the possibility that theorising has developed ahead of empirical data and that pragmatism has high salience for headteachers.
| Item Type: | Journal Article | ||||
|---|---|---|---|---|---|
| Divisions: | Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) | ||||
| Journal or Publication Title: | School Leadership & Management | ||||
| Publisher: | Routledge | ||||
| ISSN: | 1363-2434 | ||||
| Official Date: | 2002 | ||||
| Dates: |
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| Volume: | Volume 22 | ||||
| Number: | Number 4 | ||||
| Page Range: | pp. 359-370 | ||||
| DOI: | 10.1080/1363243022000053394 | ||||
| Status: | Peer Reviewed | ||||
| Publication Status: | Published | ||||
| Access rights to Published version: | Restricted or Subscription Access |
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