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dc.contributor.authorRoberts, Amanda
dc.date.accessioned2011-04-11T12:56:49Z
dc.date.available2011-04-11T12:56:49Z
dc.date.issued2005
dc.identifier.citationRoberts , A 2005 , ' Transposing a culture : reflections on the leadership of a closing school ' , Improving Schools , vol. 8 , no. 3 , pp. 237-253 . https://doi.org/10.1177/1365480205057709
dc.identifier.issn1365-4802
dc.identifier.otherPURE: 107672
dc.identifier.otherPURE UUID: 35dba218-f2ff-413f-835e-ab2ba7ecf405
dc.identifier.otherdspace: 2299/5606
dc.identifier.otherScopus: 84993749041
dc.identifier.urihttp://hdl.handle.net/2299/5606
dc.description“The final, definitive version of this article has been published in the Journal, Improving Schools, 8 (3), 2005, © SAGE Publications Ltd, 2005: on SAGE Journals Online: http://online.sagepub.com/”
dc.description.abstractThis article explores the leadership of a closing school. It draws on the case of Newley School, a mixed comprehensive for students aged between 11 and 18 years, and examines the primary leadership activities undertaken during the twelve month period when the school re-opened temporarily as a ‘new’ school. These activities were driven by the imperative of ensuring the provision of a positive learning environment for students. The article examines the key factors underpinning the cultural change required to secure this environment. It moves on to explore the impact of cultural change activities from the viewpoint of some of the school’s main stakeholders – students, parents, teachers and governors. It highlights the importance of short-term culture building and provides insights into the potential benefits of school federations. The article concludes with implications for school leaders attempting to manage cultural change.en
dc.language.isoeng
dc.relation.ispartofImproving Schools
dc.subjectfailing schools
dc.subjectfederation
dc.subjectleadership
dc.subjectschool culture
dc.subjectschool closure
dc.titleTransposing a culture : reflections on the leadership of a closing schoolen
dc.contributor.institutionSchool of Education
dc.description.statusPeer reviewed
rioxxterms.versionofrecordhttps://doi.org/10.1177/1365480205057709
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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