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Author: Michael DiPaola Publisher: IAP ISBN: 1617354465 Category : Education Languages : en Pages : 275
Book Description
Leading Research in Educational Administration: A Festschrift for Wayne K. Hoy is the tenth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis that was initiated by Wayne and Cecil G. Miskel. This tenth anniversary edition honors and celebrates the research leadership Wayne has provided in the field of educational administration through his distinguished career. The festschrift is organized around the analysis of school contexts and includes constructs Wayne and his protégés have studied and researched: climate, trust, efficacy, academic optimism, organizational citizenship, and mindfulness. It concludes with the work of colleagues on the salient contemporary issues of innovation, power, leadership succession, and several others focused on improving schools. Chapter authors all have close connections to Wayne - former students and their students, as well as colleagues and friends.
Author: Michael DiPaola Publisher: IAP ISBN: 1617354465 Category : Education Languages : en Pages : 275
Book Description
Leading Research in Educational Administration: A Festschrift for Wayne K. Hoy is the tenth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis that was initiated by Wayne and Cecil G. Miskel. This tenth anniversary edition honors and celebrates the research leadership Wayne has provided in the field of educational administration through his distinguished career. The festschrift is organized around the analysis of school contexts and includes constructs Wayne and his protégés have studied and researched: climate, trust, efficacy, academic optimism, organizational citizenship, and mindfulness. It concludes with the work of colleagues on the salient contemporary issues of innovation, power, leadership succession, and several others focused on improving schools. Chapter authors all have close connections to Wayne - former students and their students, as well as colleagues and friends.
Author: Wang, Viktor Publisher: IGI Global ISBN: 1668441454 Category : Education Languages : en Pages : 526
Book Description
Education inevitably influences society and our future. As literature and experience tells, educational leaders impact not only their institutions, but ultimately the learning outcomes for a large portion of society’s members. Educational leaders are charged with more than creating a viable future for an institution; they are also charged with contributing to and creating a viable, positive human future—not an easy task amid the turbulence and disruption of our times. The Handbook of Research on Educational Leadership and Research Methodology discusses the evolution of educational leadership knowledge, thoughts, and practices by sharing the perspectives, experiences, theories, and philosophies related to educational leadership and research methodologies across all levels of education. Covering topics such as critical race design, toxic leadership, and adult learning, this major reference work is a critical resource for faculty and administrators of both K-12 and higher education, principals, superintendents, chancellors, directors, pre-service teachers, teaching instructors, government officials, librarians, researchers, and academicians.
Author: Alex J. Bowers Publisher: Information Age Publishing ISBN: 9781681232751 Category : Educational leadership Languages : en Pages : 0
Book Description
A volume in International Research on School Leadership Series Editors: Alex J. Bowers, Teachers College- Columbia University; Alan R. Shoho, University of Wisconsin‐Milwaukee; Bruce G. Barnett, University of Texas at San Antonio As the sixth volume in the International Research on School Leadership series, the contributing authors in this volume consider the history, challenges, and opportunities of the field of research and practice in educational leadership and administration in schools and districts. Ten years after the work of Firestone and Riehl (2005) and their contributing authors, our aim with the present volume was to summarize and update the work of the field, and provide a space to consider the multiple futures of educational leadership in schools and districts, as both challenges and opportunities. The first decade of the twenty‐first century brought significant critiques, challenges, and competition to the research and practice of training leaders and administrators of schools and districts around the world. Congruently, the field experienced significant growth and change, as multiple new sub‐domains flourished and were founded. Thus, in this volume we were delighted to included excellent chapters from multiple authors that considered the duality of the challenges and opportunities of: The work of the field of educational leadership and administration research to date. The opportunities and challenges of new visions of leadership in traditional and non‐traditional schools. The evolving state of research evidence in educational leadership and the increasing sophistication of multiple methodologies, including qualitative research, quantitative modeling, the ability to test theory, and the increasing opportunities brought on by the intersection of data, research, and practice. The preparation of educational leaders. And the emerging trends in the professional development of school leaders.
Author: Cecil Miskel Publisher: IAP ISBN: 1607526905 Category : Education Languages : en Pages : 212
Book Description
This series is dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to Theory and Research in Educational Administration. This first issue provides a mix of beginning and established scholars and a range of theoretical perspectives. Eight separate but related studies were selected for this first issue. Three of the research pieces deal with the intended and unintended consequences of policy and political initiatives in schools. Do high-stakes accountability environments threaten the potential of learning organizations? Marks and Printy grapple with that question. Not surprisingly, they anticipate the latent dysfunctional consequences of high-stakes accountability as they provide a careful analysis of urban school district responses to state policies. Well-intended initiatives produced unintended consequences that threatened the capacity for organizational learning in these schools. In a similar fashion, Jones and Malen’s findings suggest that political strategies that use insider dynamics can foster successful enactment of reforms but often at a cost of undermining efforts to implement the policy. Song and Miskel focus their analysis on national reading policy. An examination of national interests groups and policymakers suggests that an assessment of various groups’ influence is necessary if policy actors are to make sensible judgments in choosing allies and building coalitions for effective actions. Two of the papers are informed by contingency theory. Ogawa and Studer are concerned with the relationship between the school and its community. They propose that both buffering and bridging strategies enable schools to deal with parents effectively. Because schools depend on parents for resources, they bridge to parents in cooperative fashion, but because parents often pose uncertainty, schools also buffer parent influence by limiting their access. Yet, there is divergence from contingency theory because schools depend primarily on parents to provide socio-cultural rather than material resources; hence, schools often use strategies that shape rather than diminish dependence on parents. Rowan, also draws ideas from contingency theory to examine the extent to which the nature of teachers’ instructional work affects patterns of instructional management in schools. His data support the explanation that teachers who face increased task variety actively work to construct "organic" patterns of instructional management to reduce task uncertainty and to increase workplace motivation and commitment. Three papers examine teachers in schools. Rowan is intrigued by the variation in the nature of teachers’ work both in terms of task variety and task uncertainty. He finds that teachers do not see their work as many organizational theorists do, that is, as a non-routine form of work; in fact, teachers view teaching as either as a routine task or "expert task." In spite of the fact that many teachers endorsed a constructivist view of teaching, few concluded it was a non-routine task. Moreover, teachers in different disciplines have different views about both the nature of academic knowledge and desirable teaching practices. Both Goddard and Hoy and his colleagues use social cognitive theory to develop an argument of the importance of collective efficacy in positively influencing student achievement. Hoy, Smith, and Sweetland build on their earlier work to demonstrate that collective efficacy of schools is pivotal in explaining student achievement in a sample of rural schools. Goddard shows that that collective efficacy is also an important predictor of the practice of involving teachers in important school decisions. He concludes that the more we learn how school practices are related to collective efficacy, the more we will know about what school leaders
Author: William A. Firestone Publisher: Teachers College Press ISBN: 9780807746301 Category : Education Languages : en Pages : 280
Book Description
This book, the product of the task force on research co-sponsored by the American Educational Research Association Division A and the University Council on Educational Administration, sets an ambitious agenda for research in educational leadership. Prominent scholars in the field review current knowledge about leadership, frame new questions to generate important research in the field, and direct researchers and policymakers to rethink how educational administration, leadership, and policy should be understood. Covering a broad range of topics, from accountability systems and school?community relationships to the education of students from diverse backgrounds, the authors submit current research to critical scrutiny in order to develop frameworks for new research that can have a significant impact on policy and practice.
Author: Tony Bush Publisher: SAGE ISBN: 0857022210 Category : Education Languages : en Pages : 256
Book Description
`Researchers interested in various aspects of college leadership and management will find this book a convenient and scholarly introduction to related research in the school sector′ - Further Education Development Agency, College Research Journal `Educational management has become an important academic subject. The contributors to this volume have gauaranteed its survival as such by undertaking this review in order that they and others working in the field may take account of a range of agendas and initiatives. The outcome must be a fresh stance and a new sense of direction to enable a study of educational managment to meet the needs of teachers and their schools in the new millennium′ - Educational Research Educational Management brings together important original contributions from leading thinkers in the field. Edited by some of the key figures in educational management today, chapters examine the following key areas: Has self-management achieved the success predicted for it?; What should be the nature of professional development for educational leaders?; to what extent can education benefit by drawing from practice in business and industry?; can theory inform management practice in education?; how can research contribute to educational improvement?; how can leaders help improve classroom practice? Educational Management is one of the major outcomes of the ESRC ( Economic and Social Research Council) seminar series which aimed to redefine educational management in the light of the many developments in policy, practice, theory and research since the subject became established in the 1970s.
Author: Izhar Oplatka Publisher: Emerald Group Publishing ISBN: 1781902437 Category : Education Languages : en Pages : 297
Book Description
The introduction of educational markets into public and higher education in many countries has led to competitive environments for schools and higher education institutions. This book presents the works of leading scholars and researchers in the field of educational marketing who handle issues of student retention.
Author: Bruce G. Barnett Publisher: IAP ISBN: 1623963842 Category : Education Languages : en Pages : 291
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: Michael DiPaola
Author: Michael DiPaola
Author: Wang, Viktor
Author: Alex J. Bowers
Author: Ann R J Briggs
Author: Cecil Miskel
Author: William A. Firestone
Author: Tony Bush
Author: Wayne Hoy
Author: Izhar Oplatka
Author: Bruce G. Barnett