Driving change from ‘the middle': Middle leading for site based educational development

Christine Edwards-Groves, Peter Grootenboer, Ian Hardy, Karin Ronnerman

Research output: Contribution to journalArticlepeer-review

39 Citations (Scopus)


Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.
Original languageEnglish
Pages (from-to)315-333
Number of pages19
JournalSchool Leadership and Management
Issue number3-4
Early online date08 Oct 2018
Publication statusPublished - 2019


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