The Challenges of Educational LeadershipSAGE, 2004. szept. 14. - 240 oldal `It should be essential reading at the National College for School Leadership′ - Michael Duffy, Times Educational Supplement, Friday Magazine `This book continues Michael Bottery′s principled and persuasive assault on the application by policymakers of fashionable, shallow and decontextualised solutions (in this case leadership) to fundamental problems and issues in the definition, design and purposes of education. It is distinguished by its embeddedness in wider social science ideas and debates, enabling the challenges that schools and teachers face to be set in context, and by its sharp assessment of the impact of decades of the erosion of trust and meaning on educational work′ - Jenny Ozga, Professor of Educational Research, Centre for Educational Sociology, University of Edinburgh In this book Mike Bottery presents critical issues about the purposes of educational leadership. He examines how `official′ concepts of leadership are driven by demands which are not always to the educational, political, or social benefit of practitioners. This book will help educational leaders and aspiring educational leaders to examine their own values and practice. |
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... forces which surround them, forces which affect the realization of their visions of educational purposes. So this book also agrees with Leithwood et al. (1999: 4) in Canada, who argue that 'outstanding leadership is exquisitely ...
... forces are acting to prevent education from transcending the aims of efficiency, effectiveness or economic profitability. These forces act in many cases to reduce education to the mastery of a National Curriculum content, and the ...
... forces, trans-nationally, were deeply unhappy about their work and what they were being asked to do, with comments like, 'I used to love being creative; now I'm too busy to try' being the norm, rather than the exception. When pupils ...
... forces ... the solution is to acknowledge the extreme importance of the principalship'. The asymmetries of power could not be clearer, nor could the recognition of the power granted by formal positions. A second caveat is that while, as ...
... forces which only occasionally link with the kinds of aspirations and moral agendas which many school leaders still hold dear. Yet this more problematic description of the reality of leadership better fits the picture described at the ...
Tartalomjegyzék
1 | |
12 | |
27 | |
29 | |
Chapter 4 The impact of commodification and fragmentation | 55 |
Chapter 5 The impact of standardization and control | 77 |
Examining the impact | 99 |
Chapter 6 The impact on trust | 101 |
Chapter 8 The impact on identity | 143 |
Beginning a response | 163 |
Chapter 9 Learning communities in a world of control and fragmentation | 165 |
Chapter 10 Professionals at the crossroads | 185 |
Chapter 11 Models of educational leadership | 198 |
Bibliography | 215 |
Index | 225 |
Chapter 7 The impact on truth and meaning | 123 |