Accountability and responsibility: 'Rogue' school leaders and the induction of new teachers in England

Oxford Review of Education

Volumn 31, Issue 2, 2005, Pages 255-272

  Bubb, Sara ^a   Earley, Peter ^a   Totterdell, Michael ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 20444376965     PISSN: 03054985     EISSN: None     Source Type: Journal    
DOI: 10.1080/03054980500117884     Document Type: Article

References (27)

1. Bleach, K. (1999) The induction and mentoring of Newly Qualified Teachers (London, David Fulton).
2. Bubb, S. (2002) New kids on the rack, Times Educational Supplement, 12 July p. 19.
3. Bubb, S. (2003) The insider's guide for new teachers: succeeding in training and induction (London, RoutledgeFalmer).
4. Bubb, S., Heilbronn, R., Jones, C., Totterdell, M. & Bailey, M. (2002) Improving induction: research based best practice for schools (London, RoutledgeFalmer).
5. Creese, M. & Earley, P. (1999) Improving schools and governing bodies: making a difference (London, Routledge).
6. Davis, J. (1991) Professions, trades and the obligation to inform, Journal of Applied Philosophy, 8 (2).
7. Department for Education and Employment (1997) Excellence in schools (London, DfEE).
8. Department for Education and Employment (1999) The induction period for newly qualified teachers. Circular 5/99. (London, DfEE).
9. Earley, P. & Kinder, K. (1994) Initiation rights - effective induction practices for new teachers (Slough, NFER).
10. Earley, P., Evans, J., Collarbone, P., Gold, A. & Halpin, D. (2002) Establishing the current state of school leadership in England (London, DfES).
11. Feiman-Nemser S., Schwille, S., Carver, C. & Yusko, B. (1999) A conceptual review of literature on new teacher induction (Washington, DC, National Partnership for Excellence and Accountability in Teaching).
12. Ferguson, N, Earley, P, Ouston, J. & Fidler, B. (2000) Improving schools and inspection: the self-inspecting school (London, Paul Chapman/Sage).
13. Gold, A., Evans, J., Earley, P., Halpin, D. and Collarbone, P. (2003) Principled headteachers? Values-driven leadership: evidence from ten case studies of 'outstanding' school leaders, Education Management and Administration, 31(2), 125-136.
14. Gross, S.J. & Shapiro, J.P. (2002) Towards ethically responsible leadership in an era of accountability, paper presented at AERA conference, New Orleans.
15. Halpin, D., Collarbone, C., Earley, P., Evans, J. & Gold, A. (2001) Conducting on-line focus groups in research on school leadership: a methodological discussion, paper presented at the British Educational Leadership, Management and Administration conference, Milton Keynes, September.
16. Her Majesty's Inspectorate (1988) The new teacher in school (London, HMSO).
17. Kogan, M. (1988) Education accountability: an analytical overview (London, Hutchinson).
18. Little, J.L. (1999) Organizing schools for teacher learning, in: L. Darling-Hammond & G. Sykes (Eds) Teaching as the learning profession: handbook of policy and practice (San Francisco, Jossey-Bass).
19. Nash, R. (2002) Numbers and narratives: further reflections in the sociology of education, British Journal of Sociology of Education 23(3), 397-412.
20. O'Neill, O. (2002) A Question of Trust, The BBC Reith Lectures 2002 (Cambridge, Cambridge University Press).
21. Reuzal, R. P. B. & Van Der Wilt, G. J. (2000) Healthy technology assessment and evaluation: back to basics? Evaluation 6(4), 383-398.
22. Roberts, K. (2002) Belief and subjectivity in research: an introduction to Bayesian theory, Building Research Capacity, 3, 5-7.
23. Scriven, M. (1981) The logic of evaluation (Inverness, CA, Edgepress).
24. Shadish, W. (1998) Some evaluation questions (Washington DC, ERIC/AE Digest).
25. nd edn] (New York & London, Kluwer Academic/Plenum Publishers).
26. Simco, N. (2000) Succeeding in the induction year (Exeter, Learning Matters).
27. Totterdell, M., Heilbronn, R., Bubb, S. & Jones, C. (2002) Evaluation of the effectiveness of the statutory arrangements for the induction of newly qualified teachers. Research brief and report No. 338 (London, DfES).