Leading Educational Change: reflections on the practice of instructional and transformational leadership

Over the past two decades, debate over the most suitable leadership role for principals has been dominated by two conceptual models: instructional leadership and transformational leadership. This article reviews the conceptual and empirical development of these two leadership models. The author concludes that the suitability or effectiveness of a particular leadership model is linked to factors in the external environment and the local context of a school. Moreover, the paper argues that the definitions of the two models are also evolving in response to the changing needs of schools in the context of global educational reforms.     

‘Saving the nation's children’:1 teachers,wartime evacuation in England and Wales and the construction of national identity

The teachers in charge[of evacuation]are performing national service of the highest importance. … The successful maintenance of the morale and the steadying of nerves of the civil population will be worth several battles to the nation, and in the early critical days of a war this will depend largely upon the teachers, to whom the children and their parents will look for guidance, inspiration and support.     

Let the children have their say: children with special educational needs and their experiences of Physical Education – a review

This paper reviews literature examining the perspectives of children with special educational needs related to their experiences of Physical Education (PE). The extent to which literature addresses inclusion in PE was determined and emerging themes arising from consultation with children with special educational needs regarding PE were examined. Qualitative studies, concentrating on consultation with special educational needs children, were reviewed and six key themes were identified: children's experiences of PE; their experiences of PE teachers; discrimination by others; feelings of self‐doubt; barriers to inclusion; and empowerment and consultation. Findings indicate children with special educational needs enjoy PE when fully included; however, participation is restricted by discrimination, limited teacher training and material barriers to inclusion. Consequently, teacher training in special educational needs and the education of non‐disabled children about special educational needs requires extensive consideration.