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Author: Gabriele Lakomski
Publisher: Taylor & Francis
ISBN: 1317293711
Category : Education
Languages : en
Pages : 212
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Book Description
Questioning Leadership offers a diverse mix of cutting-edge research in the field of educational leadership, with contributions from expert and emerging leadership scholars. It contextualises school leadership within broader social and historical contexts and traces its influence on school performance through time, from its relatively modest role within a systems theory paradigm to its growing influence from the 1980s onwards, as exercising leadership came to be perceived as being largely responsible for improving educational outcomes. This book invites the reader to challenge the current orthodoxy of leader-centrism and instead reflect more broadly on the various structural and institutional interrelationships that determine how a school functions successfully. It poses challenging questions, such as: Is leadership really necessary for high-quality school performance? Can schools function effectively without leadership? Is it possible to describe the work that principals do without using the word ‘leadership’? How do we challenge the assumption that leadership simply exists and that it is seen as the appropriate default explanation for school performance? This book does not assume that leadership is the key to organisational performance, although it acknowledges the work that principals do. It goes against current orthodoxy and offers varied perspectives on how leadership might be repositioned vis-à-vis organisational and institutional structures. It also suggests some new directions for leading and learning and throws open a discussion on leadership that for too long has been captured by the assumption that the leader is the cause of organisational performance and learning outcomes in schools. At a time when leadership’s dominance seems unshakeable, this is a bold book that should appeal to postgraduate students of educational leadership and management, those undertaking training in educational administration and current school leaders interested in exploring the value of leadership for educational organisations.
Author: Gabriele Lakomski
Publisher: Taylor & Francis
ISBN: 1317293711
Category : Education
Languages : en
Pages : 212
Get Book
Book Description
Questioning Leadership offers a diverse mix of cutting-edge research in the field of educational leadership, with contributions from expert and emerging leadership scholars. It contextualises school leadership within broader social and historical contexts and traces its influence on school performance through time, from its relatively modest role within a systems theory paradigm to its growing influence from the 1980s onwards, as exercising leadership came to be perceived as being largely responsible for improving educational outcomes. This book invites the reader to challenge the current orthodoxy of leader-centrism and instead reflect more broadly on the various structural and institutional interrelationships that determine how a school functions successfully. It poses challenging questions, such as: Is leadership really necessary for high-quality school performance? Can schools function effectively without leadership? Is it possible to describe the work that principals do without using the word ‘leadership’? How do we challenge the assumption that leadership simply exists and that it is seen as the appropriate default explanation for school performance? This book does not assume that leadership is the key to organisational performance, although it acknowledges the work that principals do. It goes against current orthodoxy and offers varied perspectives on how leadership might be repositioned vis-à-vis organisational and institutional structures. It also suggests some new directions for leading and learning and throws open a discussion on leadership that for too long has been captured by the assumption that the leader is the cause of organisational performance and learning outcomes in schools. At a time when leadership’s dominance seems unshakeable, this is a bold book that should appeal to postgraduate students of educational leadership and management, those undertaking training in educational administration and current school leaders interested in exploring the value of leadership for educational organisations.
Author: Colin Evers
Publisher:
ISBN: 9781138648883
Category : Education
Languages : en
Pages : 0
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Book Description
New Directions in Educational Leadership Theory sketches possible alternatives for advancing scholarship in educational leadership. Engaging epistemology, ontology, and methodology, the volume evokes the message that there is more than one way to advance knowledge. The approaches adopted across this collection offer fruitful directions for the field and hopefully will stimulate substantive dialogue and debate in the interest of advancing knowledge. This book was originally published as a special issue of Educational Philosophy and Theory.
Author: Scott Eacott
Publisher: Routledge
ISBN: 1317234081
Category : Education
Languages : en
Pages : 150
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Book Description
Educational leadership has a rich history of epistemological debate. From the ‘Theory Movement’ of the 1950-1960s, through to Greenfield’s critique of logical empiricism in the 1970s, the emergence of Bates’ and Foster’s Critical Theory of educational administration in the 1980s, and Evers’ and Lakomski’s naturalistic coherentism from1990 to the present time, debates about ways of knowing, doing, and being in the social world have been central to advancing scholarship. However, since the publication of Evers’ and Lakomski’s work, questions of the epistemological preliminaries of research have become somewhat marginalised. This is not to suggest that such discussions are not taking place, but rather that they have been sporadic and piecemeal. In New Directions in Educational Leadership Theory, the contributors sketch possible alternatives for advancing scholarship in educational leadership. The coherence of this volume comes not from the adoption of a single theoretical lens, but rather from its engagement with epistemology, ontology, and methodology. The choice of the plural ‘alternatives’ is deliberate, and its use is to evoke the message that there is more than one way to advance knowledge. The approaches adopted across this collection offer fruitful directions for the field and hopefully will stimulate substantive dialogue and debate in the interest of advancing knowledge. This book was originally published as a special issue of Educational Philosophy and Theory.
Author: Judith Chapman
Publisher: Routledge
ISBN: 1000256936
Category : Education
Languages : en
Pages : 328
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Book Description
Both the theory and practice of educational administration have undergone major changes in recent years. There is now more theoretical diversity in the field than at any other time, with influences from traditional and post-positivist science, subjectivism, ethics, critical theory and cultural studies. Similarly, social, political and economic factors have brought about new approaches to practice. Schools administration in particular is increasingly being dominated by decentralization and pressures for accountability on curriculum and educational outcomes. Educational Administration is the first Australian text to offer a comprehensive survey of theory, context and practice. It includes chapters from leading Australian scholars such as Richard Bates, Hedley Beare, Brian Caldwell, Gabriele Lakomski and Fazal Rizvi.
Author: Paul Harling
Publisher: Routledge
ISBN: 1351041045
Category : Education
Languages : en
Pages : 434
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Book Description
Originally published in 1984. The argument of this book is that the preceding 12 to 15 years saw significant changes in educationalists’ understanding and application of the concepts of leadership, and because of these changes two things happened. One, the relationship between participants changed; and two, policy and practice also changed. The papers in this collection have been specially commissioned or collected together with this thesis in mind. Each of them examines leadership with special reference to one or more aspects, sectors, roles or interests within the educational system of England and Wales.
Author: Terri N. Watson
Publisher: IAP
ISBN: 1681238578
Category : Education
Languages : en
Pages : 321
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Book Description
In this book we considered new territory for educational leadership by looking to music for lessons and inspiration that may inform the next generation of schools leaders. Each chapter focuses on an artist or group whose work serves to refine, extend, and challenge our thinking in regards to educational leadership. You will find a vast array of musical forms of expression analyzed and described by an equally diverse collection of educational leadership scholars and practitioners. There may be some who question the academic appropriateness or relevance of a text such as this one. Our response is that part of our ongoing mission should be to break ourselves out of academic silos and forge meaningful connections between seemingly disparate disciplines. Furthermore, educational leadership stands to gain more by drawing from the arts and specifically musical influences. Finally, music is an obvious part of most of our lives; why not explore the ways in which it impacts us on an academic level and not just a personal level? In sum, we ask that as you read the chapters of this book, you reflect on your own musical tastes and favorite artists.
Author: Thomas Hehir
Publisher: Harvard Education Press
ISBN: 1612500064
Category : Education
Languages : en
Pages : 224
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Book Description
A comprehensive study that is also practical and realistic, New Directions in Special Education outlines principles for decisionmaking about special education at every level—from the family to the classroom, school, and district—and for state and federal policy. With this volume, leading scholar and disability advocate Thomas Hehir opens a new round of debate on the future of special education. Extending the conceptual framework developed in his seminal 2002 article in the Harvard Educational Review, "Eliminating Ableism in Education," Hehir examines the ways that cultural attitudes about disability systematically distort the education of children with special needs and uses this analysis to lay out a fresh approach to special education policy and practice. Hehir traces the roots of "ableism"—the pervasive devaluation of people with disabilities—and shows how negative attitudes continue to shape debates in the field. He assesses recent trends in special education policy, particularly the shift of emphasis from compliance to outcomes, and discusses in depth the successes and limitations of the inclusion movement. He also investigates the impact of standards-based reforms on children with disabilities and critically examines the promise of Universal Design for Learning.
Author: Grzegorz Mazurkiewicz
Publisher: Routledge
ISBN: 1000357279
Category : Education
Languages : en
Pages : 166
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Book Description
The Power of Responsive Educational Leadership examines how educational leaders might respond to global challenges such as the environment, technology, inequity, the health crisis, and the stability of democracy. It draws on models of educational leadership and development projects from around the world to explore how leaders might use the curriculum and teaching to help move their communities, regions, and countries in positive directions. The authors argue that educational leadership needs to move away from authoritarian or transactional bureaucracy and toward leadership in a participatory mode that feels responsible for the children and adults in their institution and responsible for the society they all inhabit. The Power of Responsive Educational Leadership: Offers a comprehensive exploration of the multifaceted nature of leadership for learning Charts the key thinking and practices that engage with the principles of leadership for learning and the implications these have Provides a variety of fresh perspectives on the connections between education, schooling, and leadership Includes a range of internationally diverse case studies and vignettes This comprehensive guide invites readers to engage in thinking about new directions for education today. The book will be a useful starting point for individuals who choose to engage in discussions and deliberations around what it means to be responsive. It will be invaluable for those who are working as principals and teachers or participating in education leadership development programs around the world and hope to work in various roles.
Author: Gabriele Lakomski
Publisher: Routledge
ISBN: 1317293703
Category : Education
Languages : en
Pages : 212
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Book Description
Questioning Leadership offers a diverse mix of cutting-edge research in the field of educational leadership, with contributions from expert and emerging leadership scholars. It contextualises school leadership within broader social and historical contexts and traces its influence on school performance through time, from its relatively modest role within a systems theory paradigm to its growing influence from the 1980s onwards, as exercising leadership came to be perceived as being largely responsible for improving educational outcomes. This book invites the reader to challenge the current orthodoxy of leader-centrism and instead reflect more broadly on the various structural and institutional interrelationships that determine how a school functions successfully. It poses challenging questions, such as: Is leadership really necessary for high-quality school performance? Can schools function effectively without leadership? Is it possible to describe the work that principals do without using the word ‘leadership’? How do we challenge the assumption that leadership simply exists and that it is seen as the appropriate default explanation for school performance? This book does not assume that leadership is the key to organisational performance, although it acknowledges the work that principals do. It goes against current orthodoxy and offers varied perspectives on how leadership might be repositioned vis-à-vis organisational and institutional structures. It also suggests some new directions for leading and learning and throws open a discussion on leadership that for too long has been captured by the assumption that the leader is the cause of organisational performance and learning outcomes in schools. At a time when leadership’s dominance seems unshakeable, this is a bold book that should appeal to postgraduate students of educational leadership and management, those undertaking training in educational administration and current school leaders interested in exploring the value of leadership for educational organisations.
Author: Meredith I. Honig
Publisher: State University of New York Press
ISBN: 0791481433
Category : Education
Languages : en
Pages : 302
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Book Description
Provides the most up-to-date and comprehensive review of contemporary research in education policy implementation. A companion to Allan R. Odden’s Education Policy Implementation, also published by SUNY Press, this book presents original work by a new generation of scholars contributing to education policy implementation research. The contributors define education policy implementation as the product of the interaction among particular policies, people, and places. Their analyses of previous generations of implementation research reveal that contemporary findings not only build directly on lessons learned from the past, but also seek to deepen past findings. These contemporary researchers also break from the past by seeking a more nuanced, contingent, and rigorous theory-based explication of how implementation unfolds. They argue that researchers and practitioners can help improve education policy implementation by not asking simply what works, but rather focusing their attention on what works, for whom, where, when, and why. Meredith I. Honig is Assistant Professor of Educational Leadership and Policy Studies at the University of Washington at Seattle.
