A provocative and authoritative compendium of writings on leadership in education from distinguished scholar-educators worldwide. What is educational leadership? What are some of the trends, questions, and social forces most relevant to the current state of education? What are the possible futures of education, and what can educational leadership contribute to these futures? To address these questions, and more, editors Duncan Waite and Ira Bogotch asked distinguished international thought leaders on education to share their insights, observations, and research findings on the nature of education and educational leadership in the global village. The Wiley International Handbook of Educational Leadership brings together contributions from authors in twenty-one countries, spanning six continents. Topics examined include leadership and aesthetics, creativity, eco-justice, advocacy, Big Data and technology, neoliberalism, emerging philosophies and theories, critical democracy, gender and radical feminism, political economies, emotions, postcolonialism, and new directions in higher education. A must-read for teachers, researchers, scholars, and policy makers, this Handbook: * Champions radical pluralism over consensus and pseudoscientific or political solutions to problems in education * Embraces social, economic, and political relevance alongside the traditions of careful and systematic rigor * Challenges traditional epistemological, cultural, and methodological concepts of education and educational leadership * Explores the field's historical antecedents and ways in which leadership can transcend the narrow disciplinary and bureaucratic constraints imposed by current research designs and methods * Advances radically new possibilities for remaking educational leadership research and educational institutions
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Gary L. Anderson is a professor of Educational Leadership in the Steinhardt School of Culture, Education, and Human Development at New York University. A former high school teacher and principal, he has published on topics such as critical ethnography, action research, school micro‐politics, and school reform and leadership. With Kathryn Herr, he has co‐authored two books on action research: The Action Research Dissertation: A Guide for Students and Faculty (2015, Sage Pub.), and Studying your Own School: An Educator's Guide to Practitioner Action Research (2nd edition 2007, Corwin Press). He has also written several books on educational leadership, including, Advocacy Leadership: Toward a Post‐Reform Agenda (2009, Routledge).
Khalid Arar (PhD) is Associate Professor of Educational Leadership & Higher Education at the College for Academic Studies and Seminar Hakibbutzim College. His studies focuses in issues of diversity, equity and ethnicity in educational leadership and higher education. He has published extensively in the last years in issues of educational leadership and higher education in scholarly journals, his most recent books include, Arab women in management and leadership (2013, Palgrave, with Tamar Shapira; Faisal Azaiza and Rachel Hertz Lazarowitz); Higher Education among the Palestinian Minority in Israel (2016, Palgrave, with Kussai Haj‐Yehia).
Dr. Maysaa Barakat is an Assistant Professor at the department of Educational Leadership and Research Methodology, Florida Atlantic University. She received her PhD in educational leadership from Auburn University, Alabama in 2014. For 15 years she served as a school administrator in Egypt and the United States. Dr. Barakat served as senior graduate student representative for the Educational Administration Research Association (AERA), Leaders for Social Justice Special Interest Group (LSJ‐SIG) from 2010 to 2013. She was a 2012 University Council for Educational Administration (UCEA) Clark Scholar. Her research interests and publications focus on social justice, cultural competence, educational leadership preparation and international education with a focus on the Egyptian education system.
Mere Berryman, MEd PhD ONZM, is an Associate Professor at the University of Waikato in the Faculty of Education. Her research in the 1990s focused on collaborations with schools, Māori students, their families and communities through relational and responsive literacy and behavioral interventions. This work merged with the inception of Te Kotahitanga, an iterative research program aimed at working with schools to develop more effective learning relationships and culturally responsive pedagogy to promote Māori students’ educational success as Māori. This pedagogical pathway saw understandings from kaupapa Māori begin to merge with critical theories and a socio‐cultural view of the mind.
Mere is currently directing a national secondary school reform initiative, Kia Eke Panuku: Building on Success. This initiative spans three tertiary institutions and continues to work extensively with school leaders, classroom practitioners, Māori communities, iwi and other education professionals to bring about education reform for Māori students in 94 secondary schools. Ongoing evidence of educational disparities for Māori students in our schools, continues to make education for equity a priority.
Mere has also worked in these areas with indigenous and minoritized groups from other parts of the world. She continues to publish widely in this field.
Gert Biesta is Professor of Education and Director of Research in the Department of Education of Brunel University London, UK. In addition he is part‐time NIVOZ Professor for Education at the University for Humanistic Studies, the Netherlands, and Visiting Professor at NLA University College, Bergen, Norway. His work focuses on the theory and philosophy of education and the theory and philosophy of educational and social research, with a particular interest in questions of democracy and democratization. He has published widely on a range of educational topics and issues, including teaching, teacher education, curriculum, citizenship education, adult education, education policy, and vocational education. His 2004 book, The Beautiful Risk of Education, won the 2014 Outstanding Book Award from the American Educational Research Association (Division B).
Dr. Jill Blackmore is Alfred Deakin Professor in the Faculty of Arts and Education, Deakin University, former Director of the Centre for Research in Educational Futures and Innovation, and Fellow of the Academy of Social Sciences, Australia. Her research interests include, from a feminist perspective, globalization, education policy and governance in universities, TAFE, schools and community; international and intercultural education; educational restructuring, leadership and organizational change; spatial redesign and innovative pedagogies; teachers' and academics’ work and equity policy. Recent higher education research has focused on disengagement with and lack of diversity in leadership, international education and graduate employability. She is on editorial board of eight international journals. Recent publications include Educational Leadership and Nancy Fraser, Routledge (2016), and Arber, Blackmore, and Macrow (Eds.) (2014) Mobile Teachers and Curriculum in International Schooling, Sense.
Ira Bogotch is a professor of educational leadership and research methodology at Florida Atlantic University, Coordinator of the School Leadership Program, and adjunct professor at Griffith University Institute for Educational Research, Australia. His research interests span the topics of leadership for social justice, sociocultural influences (e.g., race, class and gender) on school leadership, urban education, and critical theories and critical methodologies for studying educational leadership.
In 2011, he served as regional (USA) editor for the International Handbook of Leadership for Learning (Townsend & MacBeath); in 2014, he co‐edited the International Handbook of Educational Leadership and Social [In]Justice; and, now (2017) serves as co‐editor for this International Handbook of Educational Leadership. He has served on many editorial boards including Educational Administration Quarterly, the Journal of School Leadership, and Urban Education. He currently serves as Associate Editor for the International Journal of Leadership in Education.
Professor Bogotch is currently a Co‐Director of the UCEA Center for the Study of International School Leadership and has negotiated three partnership Memoranda of Understandings for FAU around the world, in South Africa, Malaysia, and Egypt. He has earned recognition for his scholarship, including the Davis Award (2010) for best paper in EAQ, co‐authored with Autumn Tooms Cypres and Catherine Lugg, and 2015 Article of the Year “Reframing parent involvement: What should urban school leaders do differently?” co‐authored with Terri Watson in Leadership and Policy in Schools.
Darren A. Bryant is an Assistant Professor in the Department of Education Policy and Leadership at the Education University of Hong Kong. He holds concurrent positions as Associate Director of The Joseph Lau Luen Hung Charitable Trust Asia Pacific Centre for Leadership and Change, Managing Editor of the Journal of Educational Administration, and Program Coordinator of the Executive Master of Arts in International Educational Leadership and Change. Darren’s research areas include international school leadership, middle leadership, school leaders’ roles in policy enactment, and leader development.
Wang Chen is Professor and Associate Director in Institute for History of Education and Culture at Beijing Normal University (P. R. China). He received his PhD in Education from Beijing Normal University. He is a historian of education whose research focuses on history of education with main interests in history of idea of higher education. His publications include The Conservative Ideas of a University: from J. H. Newman to Allen Bloom (Beijing Normal University Press, 2008) and A Brief History of Western Education (Central Radio & TV University Press, 2016).
María Inés Vázquez Clavera is a psychologist. She is a member of the National Agency for Research and Innovation of Uruguay (ANII) and has participated in numerous international projects related to education. She teaches and does research on issues related to educational management, innovation processes, and organizational change and development. She is a member of the Executive Committee of the Support Network for Educational Management (RedAGE) and directs the biannual publication GestiónArte. She is currently the Academic Projects Coordinator at the University Institute (IUACJ) in Montevideo, Uruguay.
Karyn Cooper is a professor in the Department of Curriculum, Teaching and Learning, University of Toronto, Canada. At the heart of her work is the belief that looking critically at personal and ethical issues may support and enhance inclusion, equity and democratic practice. Some of her books include Qualitative Research in the Postmodern Era: Contexts of Qualitative Research. Volume I, Springer, 2012; Critical Literacies in Action: Social Perspectives and Teaching Practice. Volume 34 in S. Steinberg and J. Kincheloe (series editors) Transgressions: Cultural Studies and Education, Sense Publishers, 2008; and Burning Issues: Foundations of Education, ScarecrowEducation, 2004. Her current research (2013, Critics Choice Award, American Study Association) gathered in a two‐volume set of texts features video interviews with many of the giants in the field of qualitative research and/or critical perspectives across the social sciences and humanities. Zygmunt Bauman, Noam Chomsky, Helene Cixous, Clifford Geertz, and Maxine Greene are but a few who share their perspectives, providing an opportunity to compress the history of qualitative and critical research paradigm development into a rich overview. Through the development of two websites select video clips from these texts may be viewed at cooperwhite.com and thedigitalscholarnetwork.com.
Steven J. Courtney is a Lecturer in Management and Leadership in the Manchester Institute of Education, University of Manchester, UK. His principal research interests are in the relationship between education policy, especially concerning structural reform, and the identities and practices of those leading schools. He is particularly interested in how social theory can be brought to bear in illuminating these. Dr. Courtney is the recipient of the American Educational Research Association Division A 2016 Outstanding Dissertation Award for his doctoral thesis, supervised by Professor Helen Gunter. In his most recent publications, he has typologized the purposively diversified field of provision in “Mapping school types in England”, in the Oxford Review of Education; and he has described and theorized the turns to totalitarianism and corporatization in leadership in “Get off my bus! School leaders, vision work and the elimination of teachers” in the International Journal of Leadership in Education, and “Corporatised leadership in English schools” in the Journal of Educational Administration and History.
Peter Demerath is an Associate Professor in the Department of Organizational Leadership, Policy and Development, and an affiliated faculty member in the Department of Anthropology at the University of Minnesota. He has conducted major ethnographic research projects on local conceptions of the utility of schooling, student identity, and academic engagement in Papua New Guinea and in the suburban and urban United States. His major research interests include the role of class culture in the perpetuation of social inequality through education; student acquisition of psychological capital; and the development of improvement‐oriented school culture.
In 1999, Peter received the Comparative and International Education Society George Z. F. Bereday Outstanding Scholarship Award for his article, “The cultural production of educational utility in Pere Village, Papua New Guinea,” and in 2005 received the Ohio State University College of Education Distinguished Teaching Award. His 2009 book, Producing Success: The Culture of Personal Advancement in an American High School, is now in its second printing with the University of Chicago Press.
A former middle school social studies teacher, Peter now teaches courses in anthropology and education, globalization and education, cultural dimensions of leadership, research methodology, and, with Michael Goh, social scientific foundations of education. With his wife, Ellen, he runs a non‐profit organization dedicated to supporting the sustainable development efforts of the people of Manus, Papua New Guinea.
Colin W. Evers is Professor of Educational Leadership in the School of Education at the University of New South Wales. Prior to that, he was Professor of Education at the University of Hong Kong. He has a disciplinary background in mathematics and philosophy and research and teaching interests in the areas of educational administration and leadership, philosophy of education, and research methodology. He is co‐author and co‐editor of 12 books and has published over 100 scholarly papers. His most recent publications include Teacher Leadership: New Conceptions for Autonomous Student Learning in the Age of the Internet (Routledge, 2014), co‐authored with Kokila Katyal; Decision‐Making in Educational Leadership: Principles, Policies and Practices (Routledge, 2015), co‐edited with Stephanie Chitpin; Realist Inquiry in Social Science (Sage, London, 2016), co‐authored with Brian Haig; New Directions in Educational Leadership Theory (Routledge, 2016), co‐edited with Scott Eacott; and Questioning Leadership: New Directions for Educational Organizations (Routledge, 2017), co‐edited with Gabriele Lakomski and Scott Eacott. He is currently the Educational Administration Section Editor for the forthcoming Encyclopedia of Educational Philosophy and Theory, (Springer).
Peter Gronn is Emeritus Professor, University of Cambridge and Monash University. From 2008 to 2015, he was Professor Education and Head of Faculty (2011–14) at Cambridge. He is also a Quondam Fellow of Hughes Hall, Cambridge, and a Fellow of the Academy of Social Sciences. Previously he was Professor at Monash University (2003–7), where he held a personal chair appointment, and the University of Glasgow (2007–8). Peter has taught, researched, and published extensively in leadership, management, and policy. Recently he has been extensively involved in the establishment of the new University of Cambridge Primary School (which opened in 2015). He was deputy chairman of the trustees/governing body, and he headed up Cambridge’s team which secured UK government approval and funding. Peter has been a membership of a number of journal editorial boards. A recent publication, co‐edited with James Biddulph, is A University’s Challenge: Cambridge’s Primary School for the Nation (Cambridge University Press).
Helen M. Gunter is Professor of Educational Policy and Sarah Fielden Professor of Education in The Manchester Institute of Education, University of Manchester, UK, and is a Fellow of the Academy of Social Sciences. She co‐edits the Journal of Educational Administration and History. Her work focuses on the politics of education policy and knowledge production in the field of school leadership. Her most recent books are: Leadership and the Reform of Education published in 2012 by Policy Press; Educational Leadership and Hannah Arendt published in 2014 by Routledge; An Intellectual History of School Leadership Practice and Research in 2016 by Bloomsbury Press; and Consultants and Consultancy: the Case of Education, coauthored with Colin Mills, Springer, 2016.
Qian Haiyan is an Assistant Professor in the Department of Education Policy and Leadership at the Education University of Hong Kong. Prior to joining the Institute in 2012, she worked at the different educational institutions in mainland China. Her research interests include education leadership and school principalship in China and influence of the social and cultural context on schooling across Chinese societies. Her studies in these fields emphasize building indigenous understandings about how Chinese school leaders develop teachers, promote teaching and learning, and improve schools.
David Hall is Professor of Education Policy and Practice at the Manchester Institute of Education, University of Manchester, UK. His research has focused upon large‐scale reforms of educational institutions and those who work within them. This has led to a variety of books and international journal articles focusing upon New Public Management, leadership, professional identities, and the complexities of neoliberal reform. His research has been funded by organizations including the Joseph Rowntree Foundation and the UK Economic and Social Research Council. Prior to joining the university sector David spent twelve years as a teacher of Economics, Politics and Business Studies. David was appointed as Head of the Manchester Institute of Education in July, 2013.
Cliona Hannon is Director of the Trinity Access Programmes in Trinity College Dublin, the University of Dublin, Ireland, a role which involves the development and implementation of strategic priorities relating to higher education access for low‐income groups. A graduate of Trinity College, Cliona worked in a variety of educational and not‐for‐profit contexts before joining Trinity to set up Foundation Course for young adults from low‐income backgrounds. Since then, Trinity’s work in widening participation has expanded enormously and now comprises a continuum of programs for elementary school pupils right through to graduation. Cliona is now leading the implementation of the ‘Trinity Access 21’ projects, an action research project aimed at informing national policy development related to low‐income students accessing higher education. She is also a Visiting Fellow in Lady Margaret Hall, Oxford University, to establish a Foundation Year for low‐income young adults.
John Hardman, PhD, is an instructor in the Department of Educational Leadership & Research Methodology at Florida Atlantic University, where he teaches master’s‐ and doctoral‐level courses in school administration. He is the departmental liaison to the Palm Beach County School District, and Chair of the College of Education’s Diversity Committee. He is also a member of the College of Education Accreditation Core Working Group, and of the Florida Atlantic University Diversity Council. His research focuses on effective leadership for regeneration and sustainability in business, education, and community.
John is the founder of Regenerative Organizations, a process consulting firm that specializes in helping civic and corporate leaders facilitate the shift of their organizations toward sustainability and regenerative practice. He is the author of Leading for Regeneration: Going beyond Sustainability in Business, Education, and Community (Routledge, 2012), which is based on his doctoral studies, ongoing research, and consulting work with organizations in the private and civic sector. He has served as the Strategic Planning Chair and Community Campaign Manager of the United States Green Building Council (USGBC) South Florida Chapter, and member of the Climate Action Coalition of South Florida.
Andy Hargreaves is the Thomas More Brennan Chair in the Lynch School of Education at Boston College, where he received the 2015 Excellence in Teaching with Technology Award. Previously, he was the co‐founder and director of the International Centre for Educational Change at the Ontario Institute for Studies in Education.
Andy has authored or edited over 30 books, several of which have achieved outstanding writing awards from the American Educational Research Association, the American Libraries Association, and the American Association of Colleges for Teacher Education. One of these, Professional Capital: Transforming Teaching in Every School (with Michael Fullan), has received three prizes, including the prestigious Grawemeyer Award.
Andy serves as adviser in education to the Premier of Ontario, is founding editor of The Journal of Educational Change and the Journal of Professional Capital and Community, and is President Elect of the International Congress for School Effectiveness and Improvement. He holds an Honorary Doctorate from the University of Uppsala in Sweden and is a Fellow of the Royal Society of Arts in the UK. He is ranked in Education Week’s top ten scholars with most influence on US education policy debate.
Andy consults with organizations and governments all over the world. He is founder of the Atlantic Rim Collaboratory – www.atrico.org. His most recent book is Uplifting Leadership (with Alan Boyle and Alma Harris) published by Jossey Bass Business in 2014.
Professor Dr. Alma Harris is currently Director of the Institute of Educational Leadership at the University of Malaya in Malaysia. Until recently, she was Professor of Educational Leadership and Pro‐Director (Leadership) at the Institute of Education, University College London. In 2010/12 she was a Senior Policy adviser to the Welsh Government reporting to the Minister of Education. Her research work focuses primarily on leading organizational change and development. She is internationally known for her work on school improvement, focusing particularly on improving schools and school systems. Professor Harris has written extensively about leadership in schools, particularly distributed leadership, and her books have been translated into several languages. She is a visiting Professor at the University of Southampton and the Moscow Higher School of Economics. She holds an honorary research fellowship at the Hong Kong Institute of Education. Professor Harris is Past President of the International Congress of School Effectiveness and School Improvement and is leading a major research study on leadership and system improvement in Asia (#7systemleadershipstudy).
Katie Higginbottom is an Ontario Graduate Scholar and PhD Candidate at The Ontario Institute for Studies in Education (OISE)/University of Toronto (Canada), studying Women in Leadership in the Department of Educational Administration and Policy. Katie’s PhD dissertation focuses on strategies successful women leaders use to overcome obstacles associated with being a woman leader. Katie’s other research interests include social justice leadership and micropolitics in schools. Prior to beginning her PhD, Katie taught high school for five years. Katie holds a Bachelors of Arts in Sociology from Queen’s University and a Bachelors of Education and Masters in Educational Leadership from the University of Western Ontario. She has co‐authored an article for practitioners in the Canadian Journal of Educational Administration and Policy (CJEAP), as well as a co‐authoring a chapter for academics in Working (with/out) the System: Educational Leadership, Micropolitics and Social Justice.
Sonia Ilie is Research Fellow (postdoctoral) at the Faculty of Education, University of Cambridge. She uses large‐scale administrative and survey databases to look at inequalities in educational achievement and learning, in both England, and developing countries. Sonia’s work has recently focused on access to higher education in relation to prior learning and socioeconomic deprivation. Her previous research projects addressed issues concerning school effectiveness, school leadership, and student achievement in mathematics.
Natalia Isaeva is a Junior research fellow, doctoral student in the Center of Leadership Development in Education, at the Institute of Education at National Research University Higher School of Economics, Moscow. Her expertise is in leadership in education, instructional design, and games and simulations in education and assessment.
Edward P. St. John, Algo D. Henderson Collegiate Professor Emeritus at the University of Michigan’s Center for the Study of Higher and Postsecondary Education, is concerned with education for a just society, an interest that stems from three decades of research on educational policy and practice. He is a Fellow of the American Educational Research Association and has received awards for leadership and research from the Association for the Study of Higher Education. Professor St. John is an editor for Globalization and Social Justice, a book series addressing comparative issues in higher education (AMS Press); Readings on Equal Education, an annual volume focusing on initiatives seeking to reduce inequalities in K‐12 and higher education (AMS Press); Core Issues in Higher Education, topical texts for professors and graduate students with an interest in the field (Routledge); and Engaged Research for Social Justice in Education, a series of scholarship supporting change initiatives (Stylus Press). His most recent co‐authored book is Left Behind: Urban High Schools and the Failed Market (Johns Hopkins University Press).
Associate Professor Michelle Jones is the Deputy Director of the Institute of Educational Leadership at the University of Malaya in Malaysia. In 2008–2011 she was a School Effectiveness Adviser to the Welsh Government. Her research work focuses primarily on educational leadership and leading organizational change. She is a visiting Senior Research Fellow at the Moscow Higher School of Economics and a Research Fellow at the Hong Kong Institute of Education. Dr. Jones is currently the Co PI of three major research projects: the 7 System Leadership Study, (University of Malaya); School Turnaround in Asia (The Head Foundation) and Instructional Leadership in East Asia (Hong Kong Institute of Education).
Anatoly Kasprzhak is Professor and Head of the Center of Leadership Development in Education, and Program Academic Supervisor in the Institute of Education at National Research University Higher School of Economics, Moscow. He graduated from the Moscow State University of Education, and received a PhD in pedagogy. Before the 1990s he worked as a teacher, than as a school principal. He was one of the modern secondary education program developers in Russia. In the early 1990 he became one of the organizers of the laboratories for innovative school models at the Moscow Institute of Educational Systems, which he directed for several years. In 2001, he became leader of the Faculty of Management in Education (now the Educational Policy Studies Center) in the Moscow School of Social and Economic Sciences (MSSES). In 2007, he was elected to the post of MSSES Rector. Prof. Kasprzhak is the author of more than 150 publications, including articles and books in Russian and English.
His expertise is in leadership in education, management of educational systems; development and implementation of educational and training programs, retraining and advanced training of educators; monitoring the quality of education; and modern educational technology. He is a member of the jury and the organizing committee of the national competition “School principal. Honored Teacher of the Russian Federation.”
Hans W. Klar, PhD, is an associate professor in the College of Education at Clemson University. Prior to completing his doctorate at the University of Wisconsin‐Madison in 2010, Dr. Klar held a variety of teaching and educational leadership positions in Japan, Australia, and China. At Clemson, he led the South Carolina Successful School Principals’ Project, and is currently co‐director of a leadership mentoring initiative developed in collaboration with the Western Piedmont Education Consortium called the Leadership Learning Community (LLC). His teaching and research is focused on developing leadership for improving teaching and learning, especially in high‐needs schools. His most recent article, “Fostering the capacity for distributed leadership: A post‐heroic approach to leading school improvement,” (with Kristin Huggins, Hattie Hammonds, and Frederick Buskey) was published in the International Journal of Leadership in Education in 2015.
Susanna Kofie (PhD student, University College London (UCL)) is Deputy Director of Education in the Ghana Education Service, a branch of the Ministry of Education. Her research is in the area of supervision, organizational improvement, and professional development of school leaders. Her interest is particularly in identifying ways to prevent schools from sliding into ineffectiveness, and in finding strategies and processes that allow ineffective schools to manage change and become effective. With her scientific background in the education service for 25 years, she has encouraged a number of girls into the field. She has a strong personal interest in transforming education and girls’ attitudes towards science.
Gabriele Lakomski is Professor Emeritus in the Melbourne Centre for the Study of Higher Education at the University of Melbourne. Her research interests are in the areas of leadership, (organizational) learning and culture, and organizational theory.
Her current research focuses on neuroscience and the emotions, the relation between cognition and emotion, and its implications for rational decision‐making in organizational contexts. Gabriele was Editor of the Australian Journal of Education; Section Editor of the Second International Encyclopedia of Education; Senior Editor of Organization Studies, and section editor of the Springer Encyclopedia of Educational Philosophy and Theory (Educational Leadership). She is a member of a number of editorial boards, such as the Journal of Educational Administration and Management Learning. She is author, co‐author and co‐editor of six books and over 80 scholarly papers. She is Deputy Chair of the Board of St. Michael’s Grammar School, Melbourne.
Dawn Lawrence, MEd DipTchg, is an experienced secondary school teacher who has held both middle leadership and national subject association leadership roles, before leading the implementation of Te Kotahitanga as a school‐based professional development facilitator. She then went on to be a member of the Research and Professional Development Facilitation team within that program based at the University of Waikato. Dawn is currently an Academic Director and in‐service professional development facilitator in Kia Eke Panuku: Building on Success. She is based at the Faculty of Education, University of Auckland. Her research has primarily focused on teachers' discourses, at both the classroom and leadership level, and the impact of such discourses on their implementation of culturally responsive and relational pedagogies. Drawing from personal experiences and her research, Dawn has published an auto‐ethnographic article on her experiences as an English born educator seeking to work with teachers of Māori students. She has also co‐authored a chapter with a Māori colleague which presents a dialogue from indigenous and non‐indigenous perspectives around Māori metaphor used to conceptualize culturally responsive and relational pedagogies within Aotearoa New Zealand.
Beverly Lindsay is a Visiting Professor at the University College London – Institute of Education and held former Distinguished Fulbright Fellowships in Indonesia, Mozambique, South Korea, and Zimbabwe. She is the Principal Investigator/Project Director for the National Science Foundation (NSF) grant that compares graduate Science, Technology, Engineering, and Mathematics (STEM) programs in the United States and the United Kingdom. She is also the Principal Investigator and Co‐Director for Ford Foundation Funded Institute: University Leadership and Agents of Change in Post Conflict and Transitional Societies, University of California. She is a Fellow of the American Association for the Advancement of Science (AAAS) and member of the Council on Foreign Relations. She was the Inaugural University Fellow and Professor at Dillard University in New Orleans and former Visiting Professor at the University of the West Indies, Kingston. Her scholarship examines international higher education and public policy issues, and her books include: Universities and Global Diversity (with Wanda J. Blanchett); Ralph Johnson Bunche: Public Intellectual and Nobel Peace Laureate; Terrorism’s Unanswered Questions (with Alan Lowther); and The Quest for Equity in Higher Education (with Manuel Justiz).
Andrea López is a doctoral candidate in Educational Leadership at New York University. Andrea served as Academic Coordinator and Teacher at PENTA UC, the Educational Program for Kids with Academic Talent of Pontificia Universidad Católica in Santiago, Chile, and participated in educational support programs for Chilean public schools. Andrea has a bachelor's degree in Psychology and in Aesthetics, from Pontificia Universidad Católica de Chile. She earned a Master’s in Human Resources Management from Pontificia Universidad Católica de Chile, and a Master’s in Art Theory and History from Universidad de Chile. Her research interests include citizenship education, civic engagement, social justice art education, and K‐12 school reform.
Karen Seashore Louis is a Regents Professor and the Robert H. Beck Chair in the Department of Organizational Policy, Leadership, and Development at the University of Minnesota. She has also served as the Director of the Center for Applied Research and Educational Improvement at the University of Minnesota, Department Chair, and Associate Dean of the College of Education and Human Development. Her work focuses on school improvement and reform, school effectiveness, leadership in school settings, and the politics of knowledge use in education. Her most recent books include Building Strong School Cultures: A Guide to Leading Change (with Sharon Kruse, 2009), Linking Leadership to Student Learning (with Kenneth Leithwood, 2011), Educational Policy: Political Culture and Its Effects (2012) and Reach the Highest Standard in Professional Learning: Leadership (2016, Corwin Press). A Fellow of the American Educational Research Association, she also served as the Vice President of Division A, and on the Executive Board of the University Council for Educational Administration. She has received numerous awards, including the Lifetime Contributions to Staff Development award from the National Staff Development Association (2007), the Campbell Lifetime Achievement Award from the University Council for Educational Administration (2009), and a Life Member designation from the International Congress for School Effectiveness and School Improvement.
Dr. Rebecca Lowenhaupt is an Assistant Professor of Educational Leadership in the Lynch School of Education at Boston College. Her research focuses on school leadership in the context of immigration. She studies school reform as it relates to shifting student demographics and changing policy. Recent work includes a study of instructional leadership in the context of science reform, as well as research on the implementation of policies for immigrant students. She has also partnered with local school districts focused on increasing family engagement in new immigrant destinations. Her scholarship has appeared in several academic journals, including the American Education Research Journal, Education & Urban Society and the Journal of Educational Administration. She has received funding for her research from the Spencer Foundation and the National Science Foundation.
Joyce G. Mbepera (PhD, University College London (UCL) 2015), is lecturer in leadership and management studies at Mkwawa University College of Education, a Constituent College of University of Dar es Salaam. Her research and consultation has been in the area of women and leadership and girls’ education. She recently researched on organizational obstacles which hinder women to involve in leadership in community secondary schools in rural Tanzania. She is interested to work with women and girls in marginalized society.
Alexander J. Means is an assistant professor in the Department of Social and Psychological Foundations of Education at SUNY Buffalo State. He is the author of Schooling in the Age of Austerity: Urban Education and the struggle for Democratic Life (Palgrave Macmillan, 2013), which won a 2014 Society of the Professors of Education Book Award, and Toward a New Common School Movement (Paradigm, 2014) with Noah De Lissovoy and Kenneth Saltman. His work examines educational policy in relation to political, economic, cultural, and social change.
Jorunn Møller is a professor at the University of Oslo, Department of Teacher Education and School Research. Her professional interests are in the areas of educational leadership and governance, reform policies, and school accountability. She is currently leading the research group “Curriculum Studies, School Leadership and Educational Governance” at the Faculty of Educational Sciences. She has been a manager of several research projects examining the implementation of school reform, accountability, school leadership, and leadership identities in a Norwegian context and across countries, and she is also involved in international research networks in the field of successful school leadership. Recently she has participated in a project researching the spread of New Public Management (NPM) across European education systems, with a particular focus upon the implications of this development for schools serving a diverse student population. At present, she is leading a project designed to disentangle the complexity of legal standards and school leaders’ professional judgment with a focus on students’ right to a good psychosocial learning environment and special needs education. The project is cross‐disciplinary and funded by the Research Council of Norway.
Dr. Richard Niesche is a senior lecturer in the School of Education at the University of New South Wales, Sydney, Australia. He has worked as a teacher in Queensland and New South Wales at both primary and secondary levels. His research interests include educational leadership, the principalship, and social justice. His particular research focus is to use a critical perspectives in educational leadership to examine the work of school principals in disadvantaged schools and how they can work towards achieving more socially just outcomes. He has published his research in a range of peer‐reviewed journals and is the author of a number of books including Foucault and Educational Leadership: Disciplining the Principal (Routledge, 2011) and Deconstructing Educational Leadership: Derrida and Lyotard (Routledge, 2013 and 2015). Most recent is Leadership, Ethics and Schooling for Social Justice, co‐authored with Dr. Amanda Keddie from the University of Queensland (Routledge, 2015).
Izhar Oplatka is a professor of Educational Administration and Leadership at the School of Education, Tel Aviv University, Israel and the head of the department of Educational Policy and Administration. Professor Oplatka’s research focuses on the lives and career of school teachers and principals, educational marketing, emotions and educational administration, and the foundations of educational administration as a field of study. His most recent books include Higher Education Consumer Choice (2015, with Jane Hemsley‐Brown, Palgrave); The Legacy Of Educational Administration: A Historical Analysis of an Academic Field (2010, Peter Lang Publishing); The Essentials of Educational Administration (2015, Pardes Publisher, in Hebrew); and Organizational Citizenship Behavior in Schools (2015, Routledge, with Anit Somech). His publications have appeared in various international journals including Educational Administration Quarterly, Journal of Educational Administration, Educational Management Administration & Leadership, Comparative Education Review, Teachers’ College Record, Canadian Journal of Education Administration and Policy, International Journal of Leadership in Education, Journal of Education Policy, School Leadership & Management, Urban Education, International Journal of Educational Management, and so forth.
Oksana Parylo received her PhD in Educational Administration and Policy from the University of Georgia, USA, in 2012. Her doctoral research focused on principal succession and professional learning. In 2013–2014, Dr. Parylo was a research associate in the Methodology of Educational Sciences Research Group at the Katholieke Universiteit in Leuven, Belgium. Her research interests include the preparation, professional development, and evaluation of teachers and leaders, qualitative and mixed methodologies, and meta‐synthesis. Currently, she is working as a Journal Development Specialist for the Open Access publisher Frontiers (Lausanne, Switzerland).
Rosa María Tafur Puente is a teacher in the Universidad Pontificia Católica del Perú (PUCP). She is specialist in university quality, educational management, institutional evaluation and pedagogical audit. She is former director of the Research Center and Educational Services of the PUCP, currently she is director of the Journal Educación and coordinator of self‐evaluation processes and external evaluator by the UDUAL (México) and CONCYTEC (Perú), certified external evaluator by the CONEACES (Perú) and Founder of the group AGE‐Perú.
Kirsten Robbins is a Doctoral Student in the Urban Education Studies Program at Indiana University School of Education (IUPUI).
James Ryan is a professor in the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education of the University of Toronto. His current research and teaching interests include leadership, inclusion, and politics. His latest book is an edited volume with Denise Armstrong entitled Working With/out the System: Leadership, Micropolitics and Social Justice.
Joaquín Gairín Sallán is professor of Didactics and School Education in the Universitat Autònoma de Barcelona. As an international consultant, he is involved in educational reform programs in Spain and Latin America and is currently overseeing projects in social and educational development, organizational development, educational changes processes, leadership, program and institutional assessment, ICT in training and impact evaluation. He directs the EDO research group (http://edo.uab.es), the journal EDUCAR (http://educar.uab.cat/) and coordinates the Support Network for Educational Management (RedAGE: http://www.redage.org).
Kenneth J. Saltman is a Professor of Educational Leadership at the University of Massachusetts Dartmouth, where he teaches in the Educational Leadership and Policy PhD program. His most recent books are Scripted Bodies: Corporate Power, Smart Technologies, and the Undoing of Public Education (Routledge 2016), The Politics of Education: A Critical Introduction (Routledge 2014), and (with Alexander Means and Noah DeLissovoy) Toward a New Common School Movement (Routledge 2014).
Dr. Michael Schratz is Professor of Teacher Education and School Research, presently Dean of the School of Education at the University of Innsbruck, Austria, and Scientific Director of the National Leadership Academy. He is the present Speaker of the Jury of the German School Award and President of ICSEI (International Conference for School Effectiveness and Improvement). His main interests are in educational innovation and change, with a particular focus on leadership, school improvement, and mindfulness of learning. He taught in Austria and Great Britain, did research at the University of California, San Diego, and worked at Deakin University (Australia). His main research projects are in educational leadership, learning and teaching as well as policy development. His publications have been translated into several languages.
Roberto Serpieri is Professor of Sociology of Education and Educational Policy in the Department of Social Sciences, University of Naples Federico II, Italy. He is member of the International boards of the Journal of Educational Administration and History, the Italian Journal of Sociology of Education and Scuola Democratica. His interests focus on governmentality studies, with a specific reference to issues of leadership and governance. He is the author of several articles and chapters in international journals and books; among his latest works are: New Public Management and the Reform of Education in Europe, coedited with H. Gunter, E. Grimaldi and D. Hall (Routledge, 2016); “Discourses and contexts of educational leadership: from ideology to dispositif”, chapter in E. Samier (Ed.), Ideologies in Educational Administration and Leadership (Routledge, 2016).
Pat Thomson PhD PSM FAcSS is Professor of Education and Convenor of the Centre for Research in Arts Creativity and Literacies (CRACL., see cracl.net) at the University of Nottingham. She was formerly a K‐12 headteacher in South Australian disadvantaged schools. Her research is primarily in arts and school and community change. She is currently working on projects with the Royal Shakespeare Company, Tate, Serpentine and Nottingham Contemporary. She has published 17 books; her most recent are Detox Your Writing: Strategies for Doctoral Researchers with Barbara Kamler (Routledge 2016); Place Based Methods for Researching Schools with Christine Hall (Bloomsbury, 2016); and Pierre Bourdieu and Educational leadership (Routledge, 2016). She blogs at patthomson.net and tweets as @ThomsonPat.
Tony Townsend has worked all over the world. After more than 20 years at Monash University in Australia he became a professor of Educational Leadership at Florida Atlantic University in the United States and then Professor of Public Service, Educational Leadership and Management at the University of Glasgow in the UK. On his return to Australia in 2013, he accepted part‐time positions as Professor of Educational Leadership at the University of Tasmania and Griffith University and he still works for both. He has been a visiting professor in Michigan in the USA; Johannesburg and Durban in South Africa; Saskatoon in Canada; Macau; Kuala Lumpur in Malaysia; Brno in the Czech Republic; and Dublin in the Republic of Ireland. His recent consulting has involved establishing an online teacher education program (Commonwealth Trust), reviewing the development of leadership standards (National Education Council, Chile), Teacher Capacity Development Plans (Pakistan) and in the last five years has worked with school leaders in Mongolia, the Maldives, the UK, Germany and Australia. He has published eleven books and numerous articles, chapters, and papers, in the areas of leadership, school effectiveness, school improvement, teacher education, and community education and development, in Australia, Europe and North America. He has been President and is a life member of both the International Congress for School Effectiveness and Improvement (ICSEI), and the International Council on Education for Teaching (ICET). In 2009, he was the Australian Council for Educational Leaders’ Travelling Scholar, giving workshops in states and territories around the country.
Selahattin Turan (PhD) received his BA from Ankara University Faculty of Educational Sciences in 1990 and PhD from the Ohio University, School of Applied Behavioral Sciences and Educational Leadership, in 1998. He joined Eskisehir Osmangazi University in 1998, where he is a professor of Educational Leadership. He was past president of the International Society for Educational Planning (ISEP) and a past chair of the Division A (Administration, Organization and Leadership) Ad Hoc International Committee of the (AERA). His primary professional interests are theory in leadership, educational policy, and sociology of technology and alternative perspectives in education. Dr. Turan is co‐authored many book chapters and books. He is also on the editorial boards of many national and international journals. He has published widely in a variety of scholarly journals and presented papers at the annual meetings of AERA, ISEP, NCPEA and UCEA. Mr. Turan was past president of ECO Educational Institute and currently serving as the dean of the College of Education at Eskişehir Osmangazi University.
Anna Vignoles is Professor of Education and Director of Research at the Faculty of Education, University of Cambridge and a trustee of the Nuffield Foundation. Anna has extensive experience of using large‐scale administrative data to study factors relating to pupil achievement and students’ outcomes from education. She has published widely on widening participation into higher education and on the socioeconomic gap in pupil achievement. Her research interests include issues pertaining to equity in education, school choice, school efficiency and finance, higher education and the economic value of schooling. Anna has advised numerous government departments, including the Department for Education, the Department of Business, Innovation and Skills and HM Treasury.
I am Duncan Waite, professor in the Education and Community Leadership Program and the School Improvement Doctoral Program at Texas State University. I am co‐editor, along with Ira Bogotch, of this, the International Handbook of Educational Leadership. I am the editor of the International Journal of Leadership in Education, having founded it twenty years ago. I authored a book on instructional supervision (Rethinking Instruction Supervision: Notes on Its Language and Culture) and contributed chapters to such research handbooks as The Handbook of Research in School Supervision;
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