An action research study of learning centred leadership in an American High School

Thesis

This study examines the leadership practices of a number of leaders in an American High School. The school is currently engaged in a major change process with the introduction of three action plans which will have significant implications for its teaching and learning process.

An essential aim of the study was to provide an informed view of how leaders were responding to the challenges of these changes, and in particular, how their practices were impacting on staff learning. In doing so, it was hoped that findings would inform and support the future directions of leadership in the school.

Knowledge of the school, strongly suggested that leadership practices at the school are consistent with a developing model of leadership that may be defined as 'learning centred'. A learning centred leadership model, after Southworth (2003) was used as the analytical framework for the research. The principles and practices of this model were explored in relation to how the leaders at the school were 'leading learning' and developing as 'leaders of learning'.

This is an interpretative action research project. Through this process I sought to answer questions with regard to the school's developing leadership practices and how these were impacting on the teaching and learning process in the school. The action research required a collaborative working in a cyclic process. A range of data was collected and triangulation was used in its analysis.

My findings are indicative of broad based practice in the school, where leaders are engaged in leading learning in a purposeful collaborative culture, with developing and supporting one another's practice as the norm.

Evidence demonstrates also, that leaders are continuing to develop their practices as leaders of learning, and as such, my conclusions are, that learning centred leadership is continuing to develop at the school, in ways consistent with its principles and practices.

Authors: Coldman, B

• DOI: 10.5287/ora-wxqrkjnmg
• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Keywords: MLT2016; MLT
• Subjects: Education