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1.
Beatriz Pont 《European Journal of Education》2020,55(2):154-168
This literature review aims to understand the factors that influence the adoption of school leadership policy reforms and whether there are some common trends that lead to policy changes in this area. The main question driving the study was the following: what are important reasons or contextual factors that have influenced the adoption of school leadership policy reforms? The analysis shows that there is an eclectic set of research that covers school leadership from different perspectives. Each tackle the question of school leadership reform adoption from different angles. A policy perspective associates school leadership reforms to contextual changes in relation to decentralisation, school autonomy, accountability or an increasing emphasis on education outcomes. School improvement perspectives acknowledge the key role of school leadership in education change. The research on school leadership impact has contributed to the adoption of school leadership reforms. The school leadership policy perspective shows that countries have introduced school leadership reforms, with practices varying by country and context. Some have been interpreted as a response to a new public management agenda or to the globalisation of education policies. Findings from this review indicate that whilst there is much research on school leadership, nevertheless, analysis and promotion of policies to support and strengthen school leader roles to support school improvement appears to have received less attention. 相似文献
2.
Schools and Leadership in Transition: the case of Scandinavia 总被引：1，自引：0，他引：1
This article will set the context of democratic leadership in Scandinavian countries. This concept will be discussed in a dual perspective. On the one hand there are pressures to transform the governing of the schools towards a more ‘rigorous’ form of New Public Management (NPM) with models of leadership/management from the world of business and industry. This trend is affected by a new wave of economical and cultural globalisation, while the discourse of NPM is exerting a strong influence on how municipalities organize and govern the schools in Scandinavia (Moos, 2000; Peters et al., 2000). On the other hand there is a growing consciousness of the need for sustaining trust and loyalty in the school as an organisation. This may be seen as an effect of European/Scandinavian societies becoming increasingly complex. These societies are often called hyper complex societies with no one single centre from which government can be exercised. The governing of the public sectors therefore has largely to rest on trust and communication (Kirkeby, 1998; Giddens, 1991; Thyssen, 2001). This article will discuss how Scandinavian school leaders try to cope with this dual pressure while maintaining distinctive aspects of Scandinavian educational culture. This is one of many dilemmas being faced by school leaders coming to terms with notions of accountability. As an illustration we will refer to some findings from an international research project in which Danish and Norwegian school leaders participated (Biott et al., 2001; Sugrue, 2003, forthcoming). 相似文献
3.
David DeMatthews 《Clearing house (Menasha, Wis.)》2016,89(1):7-13
A review of student discipline and suspension data disaggregated by race highlights how school leader biases influence disciplinary decisions. Yet, the majority of principal preparation programs have failed to develop structures and norms that result in critical conversations pertaining to race and racial inequities. This article is written from a stance that school leaders must move away from traditional leadership approaches and toward a social justice leadership orientation that creates critical spaces and discourses, empowers communities, and enables the adoption of social justice practices in all aspects of the school. After reviewing literature on critical race theory and social justice leadership, three leadership action areas are recommended to support principals and assistant principals in closing the racial discipline gap. 相似文献
4.
David Hartley 《British Journal of Educational Studies》2019,67(2):201-216
By the year 2000, the management of education in England had lost much of its capacity to ensure the commitment of headteachers and teachers. As market forces engendered competition among schools, the bureaucratic monitoring of schools by agencies of government increased on the grounds that objective and comparable data about schools should be made public so that parents could express a rational choice of school. Levels of stress increased; workloads intensified. Thereafter, a series of ‘softer’ approaches emerged in order to deal with this. They have coalesced around the concept of ‘leadership’, particularly distributed leadership and, more recently, emotional leadership and spiritual leadership. Distributed leadership draws on socio-cultural activity theory; emotional leadership is informed by positive psychology; spiritual leadership by eastern mysticism. Each has its advocates and its critics. At issue, however, is not so much their relative effectiveness but rather it is to relate them to the economic, cultural and political trends which have allowed them to emerge. These ‘soft’ normative leadership approaches have not supplanted a digitally-informed rational bureaucratic form in education; they are supplementing it. The theoretical stance taken falls within the field of critical theory. 相似文献
5.
A growing body of research has emphasised the importance of school leadership practice for quality improvement in schools. Yet, little attention has been paid to the investigation of how principals reshape their leadership role and leadership practices when schools reorganise the leadership team with the purpose of increasing the number of formally assigned leaders. As such, this study provides additional insight into how moments of transitions may reshape institutional logics regarding principal leadership practice. Drawing on interviews and contextual observations of five principals in lower secondary schools, framed within a distributed perspective and theory of sense-making, we address this issue by demonstrating that regulative changes influence the normative and cognitive aspects of institutions. We argue that principals re-conceptualise leadership when they move from being solo leaders to sharing leadership, and this allows for subjective interpretations. We have identified two approaches for principal leadership practice which the reorganised leadership team can provide – the exchanging information – and collaborative discussion approaches. 相似文献
6.
Scott Eacott 《Journal of educational administration and history》2013,45(2):113-125
Knowledge production in educational leadership, management and administration has been, and continues to be, seduced by fads. One of the most significant trends in recent decades has been the ascendancy of ‘leadership’. In this introductory paper, I both introduce the contributions to this special issue and, more importantly, locate this collection within the intellectual tradition of disruptive Australian scholarship and the discourses of JEAH. Specifically, I argue that this collection of papers provides new ways for thinking about leadership, leaders and leading grounded in histories not bounded by historical categories, images and metaphors. This issue is however not the final word, and I encourage the reader to think with, beyond and where necessary against what is argued in the spirit of the intellectual enterprise. 相似文献
7.
Robert E. White Karyn Cooper Sardar M. Anwaruddin 《International Journal of Leadership in Education》2017,20(6):682-696
Educational leadership in Canada has traditionally been conceptualized as a solo activity. However, in recent years, there has been a growing interest in the distributed character of leadership. Like any other theory or concept, distributed leadership has attracted praise as well as criticism. In this chapter, we conceptualize distributed leadership as concerted actions that happen in everyday practices in schools and through relationships among various partners such as principals/heads and teachers. The chapter is divided into four sections. In Section 1, we trace historical and theoretical antecedents of distributed leadership in general with respect to questions of representation, legitimation and praxis, with specific references to social impetuses. Section 2 considers Canadian educational contexts in terms of current conditions and trends in distributed leadership. The third section deals with the global perspective in terms of social, political and aesthetic forces. The fourth section speculates upon the future of distributed leadership in terms of utopian/dystopian possibilities. In this final section, we experiment with what philosophical hermeneutics may offer to a re-conceptualization of distributed leadership. Through Gadamer’s notion of praxis, we discuss concerted action of distributed leadership. We highlight the importance of this form of leadership in an era of unprecedented global interconnectedness, and how it may facilitate teachers’ professional learning and development. 相似文献
8.
Howard Youngs 《Journal of educational administration and history》2009,41(4):377-389
It is time to situate distributed leadership as a critical conceptualisation of school leadership; its popularisation has generally preceded conceptual and empirical development. Over the last 10 years distributed leadership has often been presented as a new construct of school leadership, though critique against education policy reforms and conceptual and historical links to the wider leadership field have generally been underemphasised. The theorisation and research of distributed leadership is currently situated at a critical point in its development; it is at the ‘crossroads’ of where it could dominantly be situated in the field of school leadership. A review of the literature and research suggests that distributed leadership is tending towards an uncritical position that is decoupled from critique of past and present education reforms and predominantly silent on how power relations at the local school level shape leadership activity. 相似文献
9.
This article explores the changing context of school leadership in our nation, a context that requires education leaders who are skilled and knowledgeable with a new set of dispositions to lead complex, diverse, and innovative institutions. The article also discusses recent critiques of existing leadership preparation programs, with emphasis on what has been said about the Ed.D. and Ph.D. degrees in educational leadership. Data are provided about trends in advanced degree offerings in higher education institutions, and the mission statements of top-ranked graduate programs in education leadership are assessed. Finally, the article discusses the consequences that these trends, critiques, and the changing context of school leadership might have upon the design and delivery of leadership preparation programs for current and aspiring school leaders. 相似文献
10.
Sue Shaper 《Pastoral Care in Education》2013,31(1):65-75
This paper draws on the ‘accidental’ results of a UK national survey of school libraries to explore how school librarians can contribute to student pastoral care. Although the survey did not ask specific questions about student social development, responding librarians identified three key aspects of their contribution: support for learning; maintaining a safe and secure environment; and providing individual support. The librarian’s role in these aspects of social development support are described and then elaborated into three approaches to the pastoral role: ‘play it down’; promote the social role of libraries within the school; or focus on the pastoral needs of individuals. Views are then offered on how school managers, teachers and school librarians themselves can build on the existing pastoral role in a context where there is no statutory requirement to provide school libraries and where library development is heavily dependent upon the vision of the school senior leadership team. 相似文献
11.
RJ Botha 《Educational studies》2013,39(4):431-443
Studies on school restructuring and the leadership role of the principal in this process suggest that what has been the traditional leadership approach of the principal appears to be changing in relation to the substantial changes and school-wide reforms that are continually taking place in schools today. These school reform initiatives necessitate new and creative ways of thinking about our concept of educational leadership and its various approaches. It also became clear from the literature on leadership that a person’s assumption of various types of knowledge influence his or her leadership approach. The purpose of this study, based on a quantitative empirical study in selected South African schools, is to identify this impact of principals’ assumptions of knowledge on their leadership approaches. A total of 100 questionnaires with open-ended questions were sent electronically to school principals of randomly selected schools to assess the link between principals’ assumptions about the nature of knowledge and principal leadership. The t-test, Lambda test and an Analysis of Variances test were used to analyse the data. The findings confirm the relationship between core epistemological beliefs (EBs) and beliefs about leadership practices among South African school principals and provide substantial justification for using EBs in the study of school leadership. 相似文献
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13.
Kenneth Tobin 《Cultural Studies of Science Education》2011,6(1):127-142
Neoliberalism has spread globally and operates hegemonically in many fields, including science education. I use historical
auto/ethnography to examine global referents that have mediated the production of contemporary science education to explore
how the roles of teachers and learners are related to macrostructures such as neoliberalism and derivative sensibilities,
including standards, competition, and accountability systems, that mediate enacted curricula. I investigate these referents
in relation to science education in two geographically and temporally discrete contexts Western Australia in the 1960s and
1970s and more recently in an inner city high school in the US. In so doing I problematize some of the taken for granted aspects
of science education, including holding teachers responsible for establishing and maintaining control over students, emphasizing
competition between individuals and between collectives such as schools, school districts and countries, and holding teachers
and school leaders accountable for student achievement. 相似文献
14.
The growth in the importance of school leadership has been accompanied by theory development, with new models emerging and established approaches being redefined and further developed. The purpose of this paper is to review current and recent writing on leadership models. The paper examines theoretical literature, to see how leadership is conceptualised, and empirical literature, to demonstrate whether and how the research evidence supports these concepts. The paper shows that leadership models are subject to fashion but often serve to reflect, and to inform, changes in school leadership practice. 相似文献
15.
Ron Keamy 《School Leadership & Management》2016,36(2):151-168
Creativity in teaching and leadership continues to be a topic of interest in education. This article focuses on comments made by a school’s leadership team as part of a larger study in which a mixed methods case study design involving the school’s leadership team and staff who taught Arts (either as specialist teachers or generalist classroom teachers) was used. The research took place in a 6-year-old Preparatory Year to Year 9 (P-9) school in a growth corridor in metropolitan Melbourne. Staff members in the school provided responses to a questionnaire, participated in focus group discussions and were invited to maintain journals during the course of the study. Comments made by members of the school’s leadership team are analysed in this article using perspectives of pedagogical leadership and relational power. The article finds that the school's leadership team models and encourages experimentation with new ideas across the school as the team promotes the development of collaborative professional learning approaches in their relatively young school. The article concludes that professional learning communities (PLCs) within the school will be well-placed to pursue the collaborative approaches modelled by the school’s leadership team to ensure that a school-wide focus on student learning continues. 相似文献
16.
Richard Niesche 《Journal of educational administration and history》2018,50(3):145-158
In this article, I argue that we are witnessing a new phase or ‘theory turn’ in the field of educational leadership. These more critical perspectives in the field of educational leadership have typically been marginalised by the larger body of orthodox approaches due to a perceived lack of focus on best practice and ‘what works’ discourses, and especially in recent years with the rise of the school effectiveness and improvement movement. However, critical perspectives in educational leadership constitute an essential and vibrant part of educational leadership scholarship and discourse. Drawing on Michel Foucault's notion of discourse, through this article, I examine how critical perspectives have been constituted historically, with some of the main themes of research. This foregrounding also highlights a number of limitations with more orthodox and hegemonic leadership discourses. I identify a number of key writers in the field and situate them in the current theory turn, that is, an emphasis of theoretically informed research that have been prolific over the last 5–10 years. 相似文献
17.
论基础教育课程改革与学校效能的促进 总被引：1，自引：0，他引：1
课程是影响学校效能的重要因素之一。课程改革由于关系到学校教育方方面面的变革而与学校效能提升之间存有密切的应然关系。在课程改革背景下探讨学校效能的促进,要求校长要积极发挥课程领导力、教师要努力实现课程的教学领导、教育行政部门要持续提升课程管理绩效。 相似文献
18.
金瑛 《北京教育学院学报》2007,21(2):75-78
分布式领导力观点是指在学校对所有人的各种行为达到更加广泛的领导力总合的描述。分布式领导力观点包括两个方面:建立分布式领导力框架和领导力实践。运用分布式领导力理论分析我国高级中学校长负责制存在的问题,对探讨补充和完善我国高级中学校长负责制具有重要的实际意义。 相似文献
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20.
Current education reforms have increasingly advocated schools to create facilitative organizational conditions to promote teacher learning. However, limited research has examined the effects of different aspects of school organizational conditions on teacher professional learning in China. Using a sample of 339 primary and secondary school teachers in Shanghai, this study examined the effects of three aspects of school organizational conditions (i.e., learning-centered leadership, learning opportunities, and cultural barriers) on teacher professional learning in China, with a particular focus on the mediating role of teacher self-efficacy as an important psychological condition. The results showed that two aspects of school organizational conditions (i.e., learning-centered leadership and learning opportunities) had significant and positive effects on teacher learning. Teacher self-efficacy significantly mediated the effects of both learning-centered leadership and cultural barriers on teacher professional learning. Practical implications are also discussed. 相似文献