Policy, Leadership and Professional Knowledge in Education PDF Download

Author: Michael Strain
Publisher: SAGE
ISBN: 9781446234303
Category : Education
Languages : en
Pages : 260

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Book Description
For those who want to wallow in the past - this is a comfortable book that sets one's own experiences in context. For those who will still be working into the next century, here are the issues we must face as leaders. For those PhD and EdD students seeking topics to research, there are all the controversial issues here that still need investigation and it has a stunning list of references - a roll call of all the great and the good in the last 25 years of educational administration' -" International Studies in Educational Administration " The book is a challenge to everyone concerned with the present and future state of public education in the UK and the rest of the developed world.The issues are of special concern to those who are expected to provide leadership in schools and colleges and for those with public and political responsibilities. How should our conception of learning and its contribution to a Learning Society be defined? How can education and other aspects of social care and nurturing enhance our lives as people, irrespective of our performance' capabilities? What is the role of teachers who also manage' learning? This book contributes formatively to current debate. What can educationists do about the discontinuous changes which threaten parents and professionals alike? Must education submit to the stranglehold of economic rationalism'? It is hoped that this book will assist all those working to promote education's humane and learning aspirations in society.

Author: The Council of Chief State School Officers
Publisher:
ISBN: 9781461133575
Category :
Languages : en
Pages : 26

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Book Description
These new model core teaching standards outline what all teachers across all content and grade levels should know and be able to do to be effective in today's learning contexts. They are a revision of the 1992 model standards, in response to the need for a new vision of teaching to meet the needs of next generation learners. This document incorporates changes from a public feedback period in July 2010.

Author: Howard Green
Publisher: Routledge
ISBN: 1134310277
Category : Education
Languages : en
Pages : 279

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Book Description
What do the professional standards mean for teachers and school leaders? Everyone working in education needs a clear understanding of the professional standards required of teachers and school leaders. Written by a team of expert and well-respected contributors, this book provides the definitive guide to the standards that are now widely used for initial teacher training, induction, continuing professional development and performance management. In addition it covers the standards for subject leaders, which underpin the national programme for subject leaders, and the standards for headteachers, which are now used as an essential requirement for headship. The main element of each of the standards reflects the broad dimensions of teaching and leadership, covering everything from planning and assessing learning to relations with the wider community and managing one's own performance and development. Clearly explaining the nature of the standards the writers demonstrate how they relate to the real world of teaching and leadership and point out key issues for the future. The final chapters of the book set the application of standards into a more critical framework and suggest how the standards can meet future as well as current needs.

Author: Philip Woods
Publisher: SAGE
ISBN: 1446226255
Category : Education
Languages : en
Pages : 194

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Book Description
`This is an important book for anyone who is serious about introducing or sustaining democratic leadership in schools. Busy practitioners will get much from it by going straight to the chapters about how democratic leadership could be made to work`- Kate Myers, Times Educational Supplement `I found this an interesting and stimulating book. The book′s ideas are a useful counterpoint to some of the daft notions of macho leadership and management being peddled in education and indeed the public sector more widely. Woods′ book has the merits that, though radical, it seeks to base its recommendations in the real world and to argue that there are possibilities for change that can bring about real improvements in everyone′s experience and outcomes. Matching the rhetoric of democracy with reality – or at least making them closer – might also improve the quality of our political process, and hence increase interest and reduce cynicism about politics, something which surely should be welcomed. Woods′ agenda is significant and his book certainly worth reading′ - ESCalate `Philip Woods productively refocuses our attention, not on heroes and visions but on how we understand and practise within educational institutions in ways that are social and relational. He provides a realistic and yet challenging analysis of democratic leadership in ways that speak to practitioners, policy makers and researchers. We deal everyday with issues of social justice, and Philip Woods shows us how we might think differently about it, and so work for a better system of learning and schooling′ - Professor Helen Gunter, School of Education, University of Manchester ′Not another bunny, but a welcome academic fox′ - Kevin Avison, Steiner Waldorf Schools′ Fellowship ′The theory and practice of democracy and democratic leadership have implications for how we understand what ought to be counted as `improving schools′ In this book the author focuses on the idea of democratic leadership. He examines what is meant by democratic leadership, and what forms it can take, and shows how it is relevant to school education and learning. The author shows how the ideals and theories of democratic leadership can translate into practice, and sets out some of the challenges that democratic leadership poses in the context of contemporary education . This book challenges many of the assumptions inherent in educational policy and conventional approaches to leadership. It is about understanding and exploring both the idea of democratic leadership and its practical relevance through examples drawn from practice and research. This book is for practitioners and students on professional development and academic courses. It will be essential reading for all policy-makers, academics and others (such as inspectors) who critically examine leadership and management of educational institutions. ′Every now and then a book is written in the field of leadership that stands out, says something different, is coherent, original and makes us really ponder and think. This is such a book - it will provoke policy-makers, academics, experienced practitioners and advanced students′ - Camridge Journal & Education

Author: Harry Tomlinson
Publisher: SAGE
ISBN: 9780761967774
Category : Education
Languages : en
Pages : 242

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Book Description
The new career for teachers which is currently developing, encourages responsibility for self-development. The learning needed for this new career focuses on personal competencies, which make teachers highly effective. This book outlines personality and identity, motivation and reward strategies, the emotions of leadership and the values and ethics which underpin professional integrity. Using a practical but evidence-based approach, the author outlines how to develop creativity, assertiveness and emotional intelligence using techniques such as neuro-linguistic programming to model excellence. The author shows how teachers can use work on effective people to develop their own performance and

Author: Alison Taysum
Publisher: Bloomsbury Publishing
ISBN: 1441128921
Category : Education
Languages : en
Pages : 182

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Book Description
In the past three decades politicians, journalists, researchers within the academy, and neo-liberalist critics of state schools have articulated that educational research is neither meaningful nor worthwhile. Yet empirical evidence has revealed that research plays a key role in informing decisions made by educational leaders. This book explores the tools needed to conduct ethical educational research, and the contribution postgraduate research might make to the training and development of educational leaders and their thinking and practice within educational settings. Recent debates position the production and use of ethical educational research as important for Nation States' governments; Alison Taysum investigates the thinking tools required for such research and examines what good practice looks and feels like. Supported by international case studies, the study approaches and engages with the role evidence informed leadership might play in making the social justice agendas contained within the policies of a number of nations become reality.

Author: Lesley Anderson
Publisher: SAGE
ISBN: 1446276201
Category : Education
Languages : en
Pages : 209

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Book Description
`The papers in the book make a very useful and stimulating contribution to the current debate about evidence-informed practice in relation to developing educational leadership′ - Journal of In-Service Education `This is a very worthwhile book with, unusually, something for different dispositions. Reading it is like attending a research conference; an activity restricted to a fortunate few. For those who have never attended one, put this on your bookshelf! I would recommend that it takes a prominent place on reading lists for masters courses in educational leadership′ - Mervyn Flecknoe, Leeds Metropolitan University Evidence-Informed Policy and Practice (EIPP) has emerged as an important concept. The availability and growing interest in evidence, alongside pressure for improved public services have made it a key component of the government′s modernization agenda. It is relevant to all parts of the public sector, to education, and specifically, to educational leadership. Successful educational leadership is regarded as an essential factor in raising educational standards. In this book, the editors have drawn together key figures in the field of EIPP to introduce its role in informing educational leadership, with the aim of improving learning and teaching. The EIPP approach is considered, both for structuring research studies and for the analysis of the data generated. Relevant examples are also provided to inform the current debate. This book is important reading for educational professionals, policy makers, practitioners and students.

Author: Helen M. Gunter
Publisher: Bloomsbury Publishing
ISBN: 1472578996
Category : Education
Languages : en
Pages : 241

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Book Description
An Intellectual History of School Leadership Practice and Research presents a detailed and critical account of the ideas that underpin the practice of educational leadership, through drawing on over 20 years of research into those who generate, popularise and use those ideas. It moves from abstracted accounts of knowledge claims based on studying field outputs, towards the biographies and practices of those actively involved in the production and use of field knowledge. The book presents a critical account of the ideas underpinning educational leadership, and engages with those ideas by examining the origins, development and use of conceptual frameworks and models of best practice. It deploys an original approach to the design and composition of an intellectual history, and as such it speaks to a wider audience of scholars who are interested in developing and deploying such approaches in their particular fields.

Author: Alex Alexandrou
Publisher: Routledge
ISBN: 113490729X
Category : Education
Languages : en
Pages : 320

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Book Description
Interest in and knowledge of leadership and learning, separately and together, is an international and continuing phenomenon. This book adds to a somewhat under-researched aspect of the field. It focuses both on a particular form of leadership – teacher leadership, and on a particular form of learning – professional development. It considers the connection between teacher leadership and professional development and the first chapter relates this connection to a ‘Leadership for Learning’ conceptual framework, developed through an international, three-year project. The book’s chapters explore teacher leadership and professional development from a number of perspectives, giving rise to three points of particular significance. Firstly the chapters show that, either by accident or design, there is a growing cadre of teacher leaders emerging from a multitude of professional development activities and initiatives. Secondly, a number of new conceptual frameworks are put forward, alongside the adaption and development of extant ones that add to the ever-increasing theorisation of educational leadership and professional development literature. Thirdly, the chapters provide evidence of the connections between leadership and learning as conceptualised in the ‘Leadership for Learning’ framework. This book was originally published as a special issue of Professional Development in Education.

Author: Lejf Moos
Publisher: Springer Nature
ISBN: 3030550273
Category : Education
Languages : en
Pages : 247

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Book Description
This volume contributes significantly to the ongoing international and Nordic paradigm shift in educational leadership research. It advocates for going from a contemporary, mainstream functionalist paradigm to a reflexive paradigm, based on educational values and knowledge. The volume is built on the shared basis, that the purpose of education is, and must be, fundamental for school leadership practice. However, that is often forgotten in educational governance and policy. The basis of the argument is, that educational leadership needs to change from focusing on effectiveness and narrowly defined accountability towards focusing on leadership that is contributing to the general education of students. That entails that leadership research need to focus on complex perspectives like context, relations, trust, sense making and social and human values, and less on control, outcomes, accountability and testing. The volume reminds readers about the need to raise awareness of the contexts of education and research, be they political, cultural, economic or ideological. Chapters analyze, discuss and compare research from Nordic educational leadership research systems: Denmark, Finland, Iceland, Norway and Sweden. The cross-system insights clarify the fundamental relations between policy/governance and research/practice are and discuss forgotten dependencies and opportunities.