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Rethinking educational leadership to transform pedagogical practice to help improve the attainment of minority ethnic pupils: the need for leadership dialogue

Research Output: Contribution to journal Article Peer-review

Abstract

This study aims to explore how leaders are helping to close gaps of attainment for minority ethnic pupils in English schools, and in particular those pupils who have English as an Additional Language (EAL) in the primary and secondary sector. This is a comparative study across selected schools using qualitative approaches to help gain an insight into current good practice embedded by leaders, to identify the future needs of EAL pupils and to show how this practice is helping to close the gap. The findings suggest that school leaders are making a difference in raising standards for pupils. However, we argue that schools need to do even more to close the gap, in particular for EAL pupils. Our conclusion is that leaders need to critique their own practice through effective dialogue to accelerate these pupils’ progress. Therefore the need for moral courage and conviction to challenge the norm is even more imperative.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 25-130

Journal (Volume, Issue Number)

Management in Education (Volume 25, Issue 3)

Publication milestones

  • Published - 01/01/2011

Publication status

Published - 01/01/2011

ISSN

0892-0206

External Publication IDs

  • handle.net: 10547/224634
  • Scopus: 79960070003

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