Engaging With Community: Exploring The Role Of Primary School Governing Boards In Developing And Implementing A ‘Vision’ For Special Educational Needs

Walker, Kim Alexandra (2021). Engaging With Community: Exploring The Role Of Primary School Governing Boards In Developing And Implementing A ‘Vision’ For Special Educational Needs. EdD thesis The Open University.

DOI: https://doi.org/10.21954/ou.ro.00012457

Abstract

This study explored how members of governing boards in two English primary schools developed and implemented a ‘vision’ for children considered to have Special Educational Needs (SEN). The research questions also examined the meaning of vision for governors in these schools and factors that enabled or constrained them in achieving their vision.

The study drew on a sociocultural perspective and adopted a comparative case study methodology (Bryman 2004). A range of methods were used to explore the research question including: semi-structured interviews with members of the Governing Board and staff in each school; focus groups with parents and children; observations of governing board meetings and lessons; and a review of the SEN policy from both schools. The data was analysed by applying thematic analysis to identify themes from the study.
This research drew on a conceptual framework described as the Community of Provision (Rix et al 2013). The framework supported analysis and evaluation of connections between the views and activities of members of the Governing Board with other members of their Community of Provision including staff, children, parents and policymakers.

Findings revealed continuities and differences in meanings, activities and outcomes for governing boards in these schools. A key continuity was the roles afforded to values and relationships across the school community in achieving a vision for equitable support. The role of agency was also represented across these school communities. Differences which influenced the vision in both schools were linked to contextual factors including social, cultural and historical factors.

These findings have implications for models of governance which allow boards to be responsive to their school communities. The findings also consider tensions arising from the notion of SEN in achieving a vision for equitable support. The study concludes by suggesting areas for future research.

Viewing alternatives

Metrics

Public Attention

Altmetrics from Altmetric

Number of Citations

Citations from Dimensions

Item Actions

Export

About

Recommendations