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
educationalleadership 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. The authors of the nine chapters in
the present book volume took on this challenge of confronting the
duality of not only including the past as we look to the future,
but also the duality of the critique of the field in the midst of
exciting and significant progress in our knowledge and
understanding of leadership in schools. In the first section of the
book (Chapters 2, 3 and 4), the authors examine the interplay of
educational leadership research and theory as it relates to reform
in schools, especially as it relates to serving historically
underserved populations globally. In section 2 (Chapters 5 and 6),
the authors highlight the importance of methodological
considerations in school leadership research as a means to
understand theory and practice as well as providing interesting
avenues that point to multiple exciting future possibilities
through relying on current innovations noted within the chapters.
Section 3, (Chapters 7 and 8) examine the research and practice of
school leadership preparation, especially as it relates to
university?district partnerships and non?traditional school
settings. And in the final chapter,(Chapter 9), our capstone
contributor provides a means to link the present volume with the
past writings on these topics, while also providing a lens to view
the exciting possibilities and promises of the multiple futures of
the field of educational leadership research and practice.
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