Author: Bruce G. Barnett
Publisher: IAP
ISBN: 1648023746
Category : Education
Languages : en
Pages : 295
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Book Description
To commemorate the 10-year anniversary of the International School Leadership Development Network (ISLDN), this book is a compilation of the work conducted by network scholars. This volume is the first comprehensive overview of the studies conducted by ISLDN members engaged in examining how social justice leaders and leaders of high-needs schools address the social conditions, learning experiences, and performance of their students. Other international school leadership research consortia have emerged in the 21st century; however, the ISLDN is the second longest operating project, after the International Successful School Principalship Project (ISSPP). Since its creation in 2010, ISLDN scholars have delivered papers at a variety of international conferences and shared findings in research publications, including books and special issues of journals. Until now, ISLDN research findings have been disseminated separately for the project’s two strands: (a) social justice leadership and (b) leadership in underperforming high-needs schools. Therefore, the purpose of the book is to document the history and evolution of the ISLDN and to provide descriptions and reflections of the project’s research findings, methodologies, and collaborative processes across the two strands. This volume captures studies of school leaders from 19 countries representing six continents - Africa, Asia, Australia and Oceania, Europe, North America, and South America. The authors examine important external and internal contextual factors influencing schools in different cultural settings and provide insights about the values and practices of social justice leaders working in high-needs school settings. Numerous practical strategies are provided for school leaders working in schools with similar conditions. The concluding chapter by the co-editors synthesizes the structural factors, personal beliefs and values, and contextualized change management strategies that shape school leaders’ actions aimed at ensuring the best learning outcomes for their students. Besides capturing the range of findings emerging from various ISLDN studies conducted over the past decade, several chapters critically examine the project’s current contributions to the field. Authors suggest broadening the dissemination of our findings to increase the visibility of the project, expanding the research methods beyond qualitative interviews, incorporating studies from non-Anglophone countries, and augmenting the scope of our analyses and research focus. These researchers’ journeys also reveal the obstacles to and benefits of engaging in these types of international collaborative research ventures.
Author: Cynthia Gerstl-Pepin
Publisher: IAP
ISBN: 1617359262
Category : Education
Languages : en
Pages : 497
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Book Description
The global economic meltdown has highlighted the interconnectedness of nations. This book seeks to provide an overview of topics, issues, and best practices related to defining social justice leadership given our increasingly global world. Refugees and immigrants from around the globe now inhabit schools and institutions of higher education across the nation and US students, teachers, and leaders are traversing international boarders both physically and virtually through international collaboration, technology, and exchange programs. Although there have been increased efforts and scholarship in support of diversity and multicultural awareness, these efforts have largely focused on the US. We acknowledge that many leadership theories are “domestic” in that they typically incorporate US perspectives or a single-culture description of effective leadership. This book provides a deeper understanding of diverse and multicultural perspectives as they relate to a world that is becoming increasingly interconnected economically, socially, and culturally. Particular attention is paid to providing specific strategies for social justice leaders working in PK-12 and/or higher education, and leadership preparation programs to promote effective leadership that reflects multicultural understanding of the diversity both within and outside the US. Within the context of leadership practice, internationalization offers new insights and ideas about leadership aims, processes, and competencies as a means for addressing equity concerns throughout PK-20 education.
Author: Bruce G. Barnett
Publisher: IAP
ISBN: 1623963842
Category : Education
Languages : en
Pages : 291
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Book Description
Our fourth book in the International Research on School Leadership series focuses on school leadership in an era of high stakes accountability. Fueled by sweeping federal education accountability reforms, such as the United States’ No Child Left Behind (NCLB) and Race to the Top (R2T) and Australia’s Performance Measurement and Reporting Taskforce, school systems around the world are being forced to increase academic standards, participate in high-stakes testing, and raise evaluation standards for teachers and principals. These results-driven reforms are intended to hold educators “accountable for student learning and accountable to the public” (Anderson, 2005, p. 2, emphasis in original). While policymakers and the public debate the merits of student achievement accountability measures, P-12 educational leaders do not have the luxury to wait for clear guidance and resources to improve their schools and operating systems. Instead, successful leaders must balance the need to create learning communities, manage the organizational climate, and encourage community involvement with the consequences testing has on teacher morale and public scrutiny. The chapters in this volume clearly indicate that as school leaders attend to these potentially competing forces, this affects their problem-solving strategies, ability to facilitate change, and encourage community involvement. We were delighted with the responses from colleagues around the world who were eager to share their research dealing with how leaders are functioning effectively within a high-accountability environment. The nine chapters in this volume provide empirical evidence of the strategies school leaders use to cope with problems and negotiate external demands while improving student performance. In particular, the voices and actions of principals, superintendents, and school board members are captured in a blend of quantitative and qualitative studies. The breadth of studies is impressive, ranging from case studies of individual principals to cross-district comparisons to national data from the National Center for Education Statistics. To highlight important findings, we have organized the book into five sections. The first section (Chapters 2, 3, and 4) highlights the problem-solving strategies used by principals and superintendents when pressured to turn around low-performing schools. In the second section (Chapters 5 and 6), attention is devoted to ways in which school leaders act as “buffers” by reducing the impact of external demands within their local school contexts. Next, Chapters 7 and 8 explore creative ways in which financial analyses can be used to assess the cost effectiveness of programs and services. Chapters 9 and 10 examine how principals enact their instructional leadership roles in managing curriculum reforms and evaluating teachers. Finally, in the last section (Chapter 11), Kenneth Leithwood synthesizes the major themes and ideas emerging across these chapters, paying particular attention to practical issues influencing school leaders in this era of school reform and accountability as well as promising areas for future research.
Author: Catherine Marshall
Publisher: Prentice Hall
ISBN: 9780131362666
Category : Educational equalization
Languages : en
Pages : 0
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Book Description
Expanded and revised, this reader on key issues in social justice and school leadership is written by leading authorities in leadership and social justice. The accessible and practical text is filled with current information from the field, real-life scenarios and controversies, and student activities -- all while challenging leaders, educators and researchers to be effective advocates for social justice. Demonstrating how the current realities in educational leadership training and in school practices can be refined or reconstructed to better meet students' needs, the book provides an array of ways of understanding the effects of exclusionary practices as well as useful exercises and materials for those who will lead students and staffs to create equitable practices. Recognizing that readers learn through multiple intelligences, Leadership for Social Justice intersperses poetry, quotes, editorial cartoons, evocative writing, and hands-on tools with research, theory, and recommendations for practice. The book is divided into 3 distinct parts: Re-defining Leadership for Social Justice, Preparing Social Justice Leaders, and Next Steps. The revised edition of Leadership for Social Justice is extensively updated and includes two new chapters: one focusing on special education students and one focusing on children in poverty. The new second edition also includes information on possible next steps for school leaders currently in training.
Author: Ann E. Lopez
Publisher: IAP
ISBN: 1648024556
Category : Education
Languages : en
Pages : 263
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Book Description
This is the third and final book in the series Transformative Pedagogies in Teacher Education. Like the first two books in the series it is geared towards practitioners in the field of teacher education. This third book focuses on transformative leadership in teacher education. In other words, the kind of leadership and practices that will be important and necessary to bring about the kind of changes that both teachers and students seek to improve educational outcomes for all students, but in particular Black, Indigenous and racialized students who have been traditionally underserved by the education system. Teacher leadership plays an important role in transformative educational change that challenges all forms of oppression and white supremacy. This book features chapters by a collection of scholars, teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences to explore critical issues in teacher education. The book will be useful to teacher educators working with teacher candidates in different contexts, experienced teachers and school leaders. Given demographic shifts and the need for educators to respond to growing diversity in schools, educators will find valuable strategies in Transformative Pedagogies in Teacher Education: Re-Imagining Transformative Leadership in Teacher Education they can employ in their own practice. In addition to valuable strategies, authors explore different approaches and perspectives critical in these changing and challenging times. Critical notions of education are posited from different perspectives and contexts. This book will be useful for teacher education programs, principal preparation programs, in-service teachers, school boards and districts engaging in ongoing professional development of teachers and school leaders.
Author: Gloria Nemerowicz
Publisher: Routledge
ISBN: 1317856139
Category : Education
Languages : en
Pages : 181
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Book Description
The editors of this text contend that there is a lack of leadership in existence for deciding global and national problems. Colleges and universities are generally expected to produce national, political, scientific and corporate leaders. Most institutions maintain that their graduates are leaders, yet few institutions explicitly address the isssue of leadership and social responsibility in a systematic and comprehensive way. Often academic approaches consist of unfocused courses of leadership, looking at leadership styles and managerial decision-making within a business context. Basing their work on research, the editors discuss what they consider to be an important programme for the development of leadership and social responsibility in schools and institutions of higher education.
Author: Stephen R. Covey
Publisher: Simon and Schuster
ISBN: 147110446X
Category : Self-Help
Languages : en
Pages : 218
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Book Description
Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well.
Author: Alan R. Sadovnik
Publisher: Springer
ISBN: 9463007172
Category : Education
Languages : en
Pages : 300
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Book Description
Leaders in the Sociology of Education: Intellectual Self-Portraits contains eighteen self-portraits written by some of the leading sociologists of education in the world. Representing the United States, the United Kingdom, and Hong Kong, the authors discuss a variety of factors that have affected their lifetime of scholarship, including their childhoods, their education and mentors, the state of the field during their “coming of age,” the institutions where they have worked, the major sociologists during their lifetimes, the political and economic conditions during their lifetimes, and the social and political movements during their lifetimes. These autobiographical essays reveal a great deal not only about their work and their influences, but also about themselves. Taken as a whole, the book provides sociology of knowledge about the creation of sociology of education research since the 1960s. It reveals a number of important themes central to all of the authors’ work, including educational inequality; the influence of the classical sociological theorists, Karl Marx, Max Weber and Emile Durkheim; and the influence of more recent classical sociologists of education, Basil Bernstein, Pierre Bourdieu and James Coleman. The authors’ research represents a variety of theoretical and methodological orientations including functionalism, conflict and critical theory, interactionist theory and feminist theory, as well as quantitative, qualitative and mixed-methods research. Finally, the editors discuss a number of lessons to be learned from the lives and works of these sociologists of education.
Author: Tony Bush
Publisher: SAGE
ISBN: 1473902886
Category : Education
Languages : en
Pages : 208
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Book Description
′This is a very good and much needed book. Written by a very experienced researcher and teacher in the education leadership world it brings together a wealth of understanding and insights in the field of leadership and management development in education′ - International Journal of Educational Management ′[T]his book is an excellent survey of practice on a truly international scale which many will find valuable′ - Educational Management Administration and Leadership ′Few people could be better qualified to write about this topic than Tony Bush. The book draws on a wealth of experience and detailed research. Typically, it is extremely well structured, written with great clarity, and combines the highest levels of scholarship with an accessible style that will enable it to appeal to a wide audience. This is a book that many in the field have been waiting for′ - Professor Mark Brundrett, Professor of Educational Research, Liverpool John Moores University, Liverpool ′This book is far and away the best international comparative study of leadership development for schools. There are countless books highlighting the importance of leadership but none have satisfactorily gone to the heart of the issue, especially for developed and developing countries, and Tony Bush has done it here. It is a sure guide to policymakers, practitioners and researchers who want to make a difference′ - Professor Brian J. Caldwell, Managing Director of Educational Transformations and former Dean of Education at the University of Melbourne, Australia Leadership is critical to educational development and specific preparation is vital if leaders are to maximise their effectiveness. In this major new text, Tony Bush draws on his extensive international experience and research to examine the case for leadership development and assess the different modes of preparation used in Europe, including the U.K., North America, Asia Pacific, Australia, New Zealand and Africa. He also examines research on how leadership impacts on school and student outcomes and considers future directions for leadership and management development in education. This text is essential reading for students of educational leadership and management as well as for policy-makers, headteachers and principals.
Author: Leon H. Ginsberg
Publisher:
ISBN: 9780872931329
Category : Social work administration
Languages : en
Pages : 0
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Book Description
This volume is a compilation of information on the essentials of management and leadership. The author presents insightful solutions that can help any social worker maximize his or her contributions to the profession. More than 30 widely acclaimed topic experts offer advice for various organizational settings -- health, mental health, research, academic, all nonprofit sizes, and more. The book also offers general management and leadership concepts that enhance these environment-specific skills, including strategies for fundraising, finance, administration, human resources, and public relations. A reflective look at the history of social work also provides great context for the profession's leadership and management status quo.
