ISBN:
9789401003759
Language:
English
Pages:
1 Online-Ressource(XX, 1250 p. 9 illus.)
Edition:
1st ed. 2002.
Series Statement:
Springer International Handbooks of Education 8
Parallel Title:
Erscheint auch als
Parallel Title:
Erscheint auch als
Parallel Title:
Erscheint auch als
Keywords:
Educational policy.
;
School management and organization.
;
School administration.
;
Education.
;
Education and state.
;
Education
Abstract:
1 What Do You Call People With Visions? The Role of Vision, Mission, and Goals in School Leadership and Improvement -- 2 Leading for Change: Building Capacity for Learning -- 3 Conditions Fostering Educational Change -- 4 The Changing Context of School Leadership: Implications for -- 5 An Alternative Perspective of Educational Leadership for Change: Reflections on Native/Indigenous Ways of Knowing -- 6 Moving School Leadership Beyond Its Narrow Boundaries: Developing a Cross-Cultural Approach -- 7 Cross-Cultural Leadership and Communities of Difference: Thinking about Leading in Diverse Schools -- 8 The Role of Professional Learning Communities in International Education -- 9 The Role of School Governance in the Creation of School Community -- 10 Community as Curriculum -- 11 Cultural Isomorphs in Theories and Practice of School Leadership -- 12 Connecting School Leadership with Teaching, Learning, and Parenting in Diverse Cultural Contexts: Western and Asian Perspectives -- 13 Mission Integrity: Contemporary Challenges for Catholic School Leaders: Beyond the Stereotypes of Catholic Schooling -- 14 Lessons from Successful Leadership in Small Schools -- 15 School Leadership and Self-Assessment: Guiding the Agenda for Change -- 16 Boundary-breaking Leadership: A Must for Tomorrow’s Learning Communities -- 17 Leadership and School Results -- 18 Strategic Leadership and Cognition -- 19 Distributed Leadership -- 20 From Team Work to Teamwork in Education -- 21 Enhancing Knowledge in Organizations: Developing Capacity and Capability Through Learning and Leadership -- 22 Organizational Learning, Organizational Problem Solving, and Models of Mind -- 22 Introduction -- 23 Scenarios for Leadership and the Public Good in Education -- 24 Leadership Practices for Accountable Schools -- 25 Postmodern Expressions of Educational Leadership -- 26 School Choice and Educational Leadership: Rethinking the Future of Public Schooling -- 27 Teacher Leadership, Reflective Practice, and School Improvement -- 28 Leadership in Contexts of Diversity and Accountability -- 29 Leading Schools in a Data-Rich World -- 30 Leader Formation -- 31 Developing School Leaders: A Critical Review of Current Practices, Approaches, and Issues, and Some Directions for the Future -- 32 Emotions in Educational Administration: An Unorthodox Examination of Teachers’ Career Decisions -- 33 The Meaning of Mentoring: Notes on a Context for Learning -- 34 Leadership Development Models: Learning from Different Contexts -- List of Authors -- Name Index.
Abstract:
The first International Handbook of Educational Leadership and Administration (Leithwood et al.) was published in 1996 and quickly became something of a best seller for reference works within education. Such success, we suggest, was at least partly due to the unprecedented global waves of concern for improving schools launched in the mid 1980's, combined with a widespread belief in leadership as the single most powerful contribution to such improvement. The roots of this belief can be found in evidence produced by the early "effective schools" research, although there is a "romance" with leadership! as an explanation for success in many non-school enterprises, as well. During the two-year period during which this current handbook was being written, activity in the realms of school leadership, school improvement, and leadership development gained further momentum. The English government created its new National College of School Leadership, and several Asian nations announced new initiatives in leadership selection, preparation, and development.
DOI:
10.1007/978-94-010-0375-9
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