A systematic review of research into executive headship, 2001–2021

While extensive understanding of headship has emerged over the last half-century, the notion of executive headship remains under-explored. This article summarizes a systematic review of evidence relating to executive headship published since 2001. This review found the overwhelming majority of peer-reviewed articles into executive headship are small-scale or largely theoretical in nature. Meanwhile, the few larger-scale studies completed have generally been published directly by their commissioning body. Consequently, much is known about the policy and philosophical drivers behind the emergence of this role in English schools, but markedly less on its operationalization in practice. Furthermore, while few attempts have been made to assess the prevalence of this role, there is nevertheless some evidence (albeit limited) that executive headship can positively impact on organizational effectiveness and pupil outcomes. This article recommends that further research be undertaken into understanding how the role is performed in practice, its strengths and limitations, implications for governance, the characteristics it demands of leaders in practice and the support they require. Furthermore, parallels between this and similar roles in other countries (such as superintendents in the US) should also be examined to identify further lessons on how executive headship can best be utilized both strategically and operationally.

Universal mindfulness training in schools for adolescents: A scoping review and conceptual model of moderators, mediators and implementation factors

There is evidence that universal school-based mindfulness training (SBMT) can have positive effects for young people. However, it is unknown who benefits most from such training, how implementation quality impacts effects, and how training exerts effects. No known scoping reviews have comprehensively reviewed moderation, mediation and implementation factors of SBMT. This study aimed to provide an overview of the evidence on the mediators, moderators, and implementation factors of SBMT and propose a conceptual model that can be used both to summarize the evidence and provide a framework for future research. A scoping review was performed based on methodology outlined by the Joanna Briggs Institute’s Manual. Six databases and grey literature were searched. Inclusion and exclusion criteria were applied to select relevant material. Quantitative and qualitative information was extracted from eligible articles and reported in accordance with PRISMA-ScR guidelines. The search produced 5, 479 articles, of which 37 were eligible and included in the review. Eight studies assessed moderators of SBMT on pupil outcomes, with mixed findings for all variables tested. Four studies examined the mediating effect of specific variables on pupil outcomes, with evidence that increases in trait mindfulness and decreases in cognitive reactivity and self-criticism post-intervention are related to better pupil outcomes at follow-up. Twenty-five studies assessed implementation factors. We discuss key methodological shortcomings of included studies of SBMT, and integrate our findings with existing implementation frameworks to propose a conceptual model. Widespread interest in universal SBMT has led to increased research over recent years, exploring who SBMT works for and how it might work, but the current evidence is limited. We make recommendations for future research and provide a conceptual model to guide theory-led developments and research in SBMT.

Ofsted: Curriculum impact

As part of Ofsted's focus on curriculum impact, evaluating the pace of pupil progress, pupil outcomes, and their preparedness for their next steps are vital considerations – as is the ‘performance development’ of teachers. Matt Bromley advises

Action: professionals learning to labour

This chapter suggests that the combination of the ‘uncommon’ knowledges for and about the curriculum and teacher readies both for schools as businesses, where data on pupil outcomes has come to dominate the design and delivery of the curriculum and pedagogy for a segregated marketplace. Core to this has been a shift in accountability away from collegiality and peer review towards data-determined performance measurement as competent teaching. Teachers and teaching are now directly implicated in the construction and maintenance of sectarian divides based on uncommon knowledges. The chapter explores these trends using Hannah Arendt's identification of labour, work, and action. It first outlines her ideas before critically engaging with the notion and realities of performance accountability.