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The Morphology of Change: an Exploration of Perceptions About University of Southampton Research Repository ePrints Soton Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder/s. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given e.g. AUTHOR (year of submission) "Full thesis title", University of Southampton, name of the University School or Department, PhD Thesis, pagination http://eprints.soton.ac.uk UNIVERSITY OF SOUTHAMPTON THE MORPHOLOGY OF CHANGE An Exploration of Perceptions about Changing the Age of Transfer of pupils 6om Primary to Secondary School Kevin Randle Wood PhD SCHOOL OF EDUCATION March 1999 UNIVERSITY OF SOUTHAMPTON ABSTRACT FACULTY OF EDUCATIONAL STUDIES SCHOOL OF EDUCATION Doctor of Philosophy THE MORPHOLOGY OF CHANGE by Kevin Randle Wood The vast majority of studies of educational change are contextualised within the school. This is a new qualitative multi-level study of the interaction of the school with its LEA and government and the current changes to the structure of the education system. A number of LEAs have changed, or have plans to change, the age of transfer at which pupils move from primary to secondary school. The eGect is to dismantle three-tier systems, i.e. Grst, middle and secondary schools; and to replace them with a two-tier system of primary and secondary schools. This represents the abolition of middle schools in those LEAs. Principal access for the research was at Chief Education Officer level, with headteachers, governors and parents also targeted. Some pupil interviews were possible. Research data was collected in these interviews and through documentary evidence gathered &om both study areas, and &om any LEA which had formally considered change. The quality of the data was ensured by encouraging participants to comment upon and check the accuracy of their contributions. Analysis was achieved by the constant comparative method. In 1970, Birley wondered how far age of transfer was a national issue, and how far a matter for local discretion. The evidence of this research would suggest that it has the appearance of a local discretionary matter, but, in reality, enormous pressure is applied through government direct action or its agencies. This study concludes that the relationship between LEA and the government is ambiguous; that LEA planning can be thwarted by cross-cutting aspects of legislation - what may be called "bureaucratic bolt-holes'; that changing the age of transfer &om 12 or 13 back to 11 is demonstrably unnecessary on purely educational grounds; and that the tensions between choice and economy contributed to the decline of the middle school. List of Contents 1 Setting the Scene page 7 2 The Rise of the Middle School page 29 3 Dealing with Educational Change page 50 4 A Study of Educational Change page 61 5 The LEAs: High road or dead end? page 78 6 The Schools: Deemed or doomed? page 106 7. In loco parentis? page 134 8 Responding to Educational Change page 144 9 Modelling Educational Change page 158 10. Problems and development page 177 List of Tables and Figures Table 1 p43 Table! p86 Figure 1 pl60 Figure 2 pl63 Acknowledgements Very many people have been involved in the production of this work. I have received enormous support &om fellow researchers, notably, Meg Proctor, Brenda Johnston, Julia Clarke, Marcus Whitney and other members of the support group. Stephen Hegedus read most of the chapters in draft and offered valuable advice and insights. However, without the forbearance and loving support of Ann, my wife, and my two sons, David and James, this work would never have gone to press. I would also like to thank those Education OfBcers, headteachers, and school staf^ including some parents and pupils, who so kindly afforded me their time and allowed me to interview them. I would like to acknowledge the quality of supervision given to me by Dr .Nick Foskett, School of Education, University of Southampton. Abbreviations and Data Coding References This list contains both an explanation of abbreviations used in the text, and the coding used to indicate the source of data, such as the transcript of an interview, or a committee paper. C Committee Paper CEO Chief Education Officer - This is a generic term and applies to Directors of Education or of Education Services. CH Chair of Governors CLR Councillor D Document DEO Deputy Chief Education Officer - A generic term applied to 2nd tier appointments. DfEE Department for Education and Employment* ERA Education Reform Act FAS Funding Agency for Schools GM Grant Maintained GOV Governor HT Headteacher L Letter LMS Local Management of Schools N Newspaper report NAHT National Association of Headteachers NUT National Union of Teachers P Parent SCAA Schools Curriculum and Assessment Authority** SEO Senior Education Officer - A 3rd tier appointment in one of the study areas. T Transcript of an interview PU Pupil * Originally DES, DFE (1992), DfEE (1995). ** From 1 October 1997: QCA (Qualification & Curriculum Authority). Local Education Authorities are named except where they are the subject of analysis. LEAs that are the subject of the Case Study have been guaranteed anonymity. Similarly, where an individual has been quoted in the analysis that contribution has been coded. Data coding is after MAYKUT, P. and MOREHOUSE, R (1994). Chapter 1 Setting the Scene Change is now ubiquitous, persistent and non-linear: this is the chronic condition in which we live, making for a world that is increasingly complex with the unpredictable becoming a normal part of experience. (Ransom, 1994) Have we witnessed the rise of the middle school, only to become spectators at its fall? Why are some Local Education Authorities (LEAs) seemingly forced to change their school system? Why are some LEAs apparently immune to the tremors of change? And what do those involved, think, feel and know about it all? The aims of this research are to unpack the rationale behind a major structural change in the education service, and in so doing to explore the perceptions of those involved. To this purpose, the research has been conducted in two distinct and geographically distant areas of England, and Education OfRcers, headteachers, some governors and some parents and children have been interviewed. The objectives of the Arst chapter may be summarised as putting the research into context by explaining the current changes to the structure of the education system. A number of LEAs have, for example, changed the age of transfer at which pupils move S-om primary to secondaiy school. The effect is to dismantle three-tier systems, i.e. Grst, middle and secondaiy schools; and to replace them with a two-tier system of primary and secondary schools. This represents the abolition of middle schools in those LEAs. Conversely, some LEAs have not found it necessary to make such profound changes. Why do they Gnd the arguments insufRciently persuasive? Lastly, the aim is to dissect the arguments by delineating the political, economic and curricular forces that are the basis for changing the age of transfer, and both the developing costs of surplus accommodation and the adjustment needed for schools to address the key stages of the National Curriculum. In describing the ramifications of substantial educational change, the chapter Grst discusses incremental and radical change; the one more easily assimilated and the other a major reorganisation. The causes of this particular change, in the age of transfer, are examined. The means of assessing surplus capacity are deSned, and the mis-match of the key stages of the National Curriculum with first and middle school organisation is explained. Both root causes have implications for stafGng. Some LEAs have yet to decide whether to change or not to accommodate the new framework for education. A few defend the middle school system eloquently. A description of the study areas within the research is completed with a statement on the latest position within three LEAs, one of them being one of the study areas. Educational change has always been with us. Some people manage much better than others. There are schools. Heads, and even individual staS" members, who know how to view, cope with and manage change. Such schools or staff are included in a growing body of evidence, and, indeed, a growing argument that schools can make a diSerence even under trying conditions (FuUan, 1993). This researcher's credentials are a teaching and administration background over thirty years, with the most recent appointment as headteacher of a middle school in the Home counties. That middle school no longer exists - it has been transformed by its amalgamation with the neighbouring Grst school and by reason of a change in the age of transfer has become a 5 - 11 Primary School. The researcher's present role is that of an inspector of primary schools. Observations of attitudes and motivation during primary school inspections conGrm the wide variety of response by teachers and management to changes in curriculum, the review of curriculum content by Bearing (1993), and even to the present system of inspections! Clearly, some cope better than others. TMCfgweMW c/zoMge Incremental changes are gradual and additional, rather than a disturbance to the fundamental basis of a school, or, indeed, any other type of organisation. They are managed well partly because they are manifested in the internal life of the schools.
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