Leading Higher Education As and For Public Good asserts that the purpose of higher education is twofold: for public good and as public good. Acknowledging that the notion of public good increasingly cannot be taken for granted, the book argues that leading, teaching and learning must be directly connected to its pursuit. It avers and demonstrates how this may be accomplished, articulating specific approaches and dispositions that require cultivation within university communities. This volume argues that leading higher education occurs within competing and sometimes conflicting webs of commitments, necessitating a capacity to negotiate legitimate compromises. Its empirical chapters expand on this, providing examples of academic developers who use deliberate communication as a method in cultivating leading and teaching praxis. What emerges is the potential of deliberative leadership to be transformative in building sustainable leadership in higher education, while simultaneously renewing commitments to education and contributing to public good. Leading Higher Education As and For Public Good is essential reading for policy-makers, university leaders and administrators, academics, students and all those interested in building a sustainable future for higher education that also contributes to public good.

What does professional responsibility entail in an increasingly insecure, unpredictable and de-regulated world? This is the core question addressed in this text. The point of departure for the various contributions is that Professional Responsibility is a way of being in the world that includes a particular mandate to behave in a manner consistent with moral and societal obligations as a professional. Increasingly, however, there is a lack of consensus as to what such mandates imply, and even more dissensus as to what appropriate exercise of responsibility entails. One of the distinctive features of this book is the manner in which it combines normative and empirical dimensions. It moves beyond dualistic perspectives to create a more inclusive conversation on professional responsibility.

In the face of increasing complexity of professional work, professional responsibility remains open to further development. The book signals direction for the development of professional responsibility, and while seeking to give direction to ongoing deliberations avoids the pitfalls of performativity.

The chapters are grounded in a variety of disciplinary perspectives and traverse various professional boundaries in a self-reflexive manner to create more inclusive, transformative and generative narratives on professional responsibility. This is achieved by:

• Focusing on normative dimensions of professional work and combining these with a focus on empirical aspects of professional practice in a variety of setting, and

• Recognising the inevitable tensions between personal trust and responsibility, and largely depersonalised policies and strategies of quality control when normative and empirical aspects of professional responsibility are situated within their policy environments.

The concluding narrative moves beyond deconstruction, complexity and critique of these considerations to a construction of new imagined horizons of professional responsibility from theoretical, conceptual and practical perspectives. This text sets out to transform professional responsibility through a re-configuration of its constituent elements in imaginative and creative ways and by indicating the real world import of re-charting the field.

This book puts 'real life' back into the literature on school principalship. Through a life history approach, it portrays daily life in schools as a much more messy, contested and precarious existence, where principals struggle with passionate commitment to find continuity amongst frequently changing and often conflicting policy initiatives. The book draws on comprehensively in-depth interview data with new, experienced and veteran principals. Their life stories illustrate the struggles involved in the ongoing negotiation of identities through unprecedented change. The authors lucidly argue that: * The realities of principals' lives are much more demanding that rational linear approaches to reform suggest; * A revolving door approach to the appointment of principals is inadequate * Passion is central to the lives and work of principals, but this passion needs to be rejuvenated and rekindled through opportunities for learning * There is a need for further research on the relationship between the lifecycles of principals, the leadership legacies of school communities and the cycles of mandated reforms as a means of lending coherence to leadership learning and sustained and renewed leaders. This is essential reading for principals and their professional bodies, academics and researchers, school leaders on leadership courses internationally.

Educational Change has been high on the international agenda for the last twenty-five years. This timely book provides a systematic overview and critique of contemporary approaches to educational change from some of the best-known writers and scholars in the field.

Divided into four sections, this book addresses the key themes:

• What has been the impact of educational change?
• How has the impact differed in different circumstances?
• What are the new directions for research on policy and practice?
• How can we link research, policy and practice?

By highlighting critical lessons from the past, the book aims to set an agenda for policy-related research and the future trajectories of educational reforms, while also taking into account the dominant rhetorics of international 'social movements' and the 'refracted' nature of policy agenda at national and local levels.

This book addresses issues which with many educators around the world are currently grappling. It will appeal to academics and researchers in the field, as well as providing an introduction to key issues and themes in Educational Change for graduates and practitioners.

This timely book provides a systematic overview and critique of contemporary approaches to educational change from some of the best-known writers and scholars in the field, including Andy Hargreaves, Larry Cuban, Ivor Goodson, Jeannie Oakes, Milbrey McLaughlin, Judyth Sachs and Ann Liebermann.

Divided into four sections, the book addresses the key themes:

• What has been the impact of educational change?
• How has the impact differed in different circumstances?
• What are the new directions for research on policy and practice?
• How can we link research, policy and practice?

By highlighting critical lessons from the past, the book aims to set an agenda for policy-related research and the future trajectories of educational reforms, while also taking into account the dominant rhetorics of international 'social movements' and the 'refracted' nature of policy agenda at national and local levels.

This book addresses issues which with many educators around the world are currently grappling. It will appeal to academics and researchers in the field, as well as providing an introduction to key issues and themes in Educational Change for graduates and practitioners.

This book puts 'real life' back into the literature on school principalship. Through a life history approach, it portrays daily life in schools as a much more messy, contested and precarious existence, where principals struggle with passionate commitment to find continuity amongst frequently changing and often conflicting policy initiatives.
The book draws on comprehensively in-depth interview data with new, experienced and veteran principals. Their life stories illustrate the struggles involved in the ongoing negotiation of identities through unprecedented change. The authors lucidly argue that:
* The realities of principals' lives are much more demanding that rational linear approaches to reform suggest;
* A revolving door approach to the appointment of principals is inadequate
* Passion is central to the lives and work of principals, but this passion needs to be rejuvenated and rekindled through opportunities for learning
* There is a need for further research on the relationship between the lifecycles of principals, the leadership legacies of school communities and the cycles of mandated reforms as a means of lending coherence to leadership learning and sustained and renewed leaders.
This is essential reading for principals and their professional bodies, academics and researchers, school leaders on leadership courses internationally.

Pressure is increasing on all those involved in education, from teachers to policy-makers, to transform schools as organisations, while continuing to implement effective new approaches to teaching and learning. The demand is not only to reach attained targets, but also to be accountable for teaching methods.
Developing Teachers and Teaching Practice brings together a selection of papers given at the ninth conference of the International Study Association of Teachers and Teaching (ISATT). The collection takes as a central theme the issue of education as a key concern within the international rhetoric of globalisation. The book offers insights in to the nature of teaching and learning, including the key new research area of emotions. It then goes on to explore the nature of teacher learning before looking at the impact of major policy initiatives on the work of teachers internationally.
Developing Teachers and Teaching Practice contains contributions from some of the best-known academics in the field, and will be of great interest to teacher educators and educational researchers around the world.

eBook available with sample pages: 0203166183

This timely book illustrates how, contrary to popular belief, child-centered teaching can be structured, supportive and guiding. Grounded in research and richly illustrated with voices of experience from teachers practicing child-centered teaching, the author shows how child-centered teachers successfully combine the best elements from both traditional and progressive methods of teaching. This detailed and readable study will be of interest to teachers, researchers and policy makers alike.

This timely book illustrates how, contrary to popular belief, child-centered teaching can be structured, supportive and guiding. Grounded in research and richly illustrated with voices of experience from teachers practicing child-centered teaching, the author shows how child-centered teachers successfully combine the best elements from both traditional and progressive methods of teaching. This detailed and readable study will be of interest to teachers, researchers and policy makers alike.

Leading Higher Education As and For Public Good asserts that the purpose of higher education is twofold: for public good and as public good. Acknowledging that the notion of public good increasingly cannot be taken for granted, the book argues that leading, teaching and learning must be directly connected to its pursuit. It avers and demonstrates how this may be accomplished, articulating specific approaches and dispositions that require cultivation within university communities. This volume argues that leading higher education occurs within competing and sometimes conflicting webs of commitments, necessitating a capacity to negotiate legitimate compromises. Its empirical chapters expand on this, providing examples of academic developers who use deliberate communication as a method in cultivating leading and teaching praxis. What emerges is the potential of deliberative leadership to be transformative in building sustainable leadership in higher education, while simultaneously renewing commitments to education and contributing to public good. Leading Higher Education As and For Public Good is essential reading for policy-makers, university leaders and administrators, academics, students and all those interested in building a sustainable future for higher education that also contributes to public good.

This book is a longitudinal life history of the lives and work of primary school principals in Ireland. It provides a unique opportunity to peer inside the realities of leading schools in changing times. In a system that until recently did not prepare principals for the onerous roles and responsibilities, a small system with limited mobility, inter-personal relationships emerge as critical, frequently privileged over professional relationships. Consequently, principals struggle to bring about change, to build trust in order to cultivate a transformative leadership agenda, while several aspects of systemic structures and processes emerge as constraints on leadership capacity building. In the absence of comprehensive leadership portfolio development, classroom teachers, catapulted into the principal's office, tend to be cautious and careful in ways that tend to perpetuate the status quo while putting a premium on the exercise of soft power and an over-reliance on the good will of colleagues. Several of the 'leadership lessons' that emerge from this in-depth analysis concur with an increasing international consensus that due to complexity and increasingly performative policy demands, learning about leadership for all is an absolute necessity. However, care must be taken to avoid overly scripted programmes. Critical to the cultivation of a professionally responsible leadership disposition, rather than capitulation to 'technologies of control,' is professional renewal cultivated through adequate attention to the Zone of Proximal Distance.

Within the Academy, itself a changing and increasingly entrepreneurial entity, publishing is no longer an option; it is the universal currency that secures a position, tenure and promotion; it is key to academic life. Providing a panoramic picture of the changing publishing climate, Academic Life and the Publishing Landscape will empower scholars by enabling them to navigate this changing terrain more successfully. This book provides guidance from a range of contributors who use their own wide expertise in writing and publication to document the challenges faced by scholars at different career stages and in different locations. It covers a wide range of debates on publishing, spilt into the following three sections: Mapping the Publication Landscape, Writing for Publication-Learning from Successful Voices, Further Challenges and Possibilities. With topics ranging from the process of preparing manuscripts for publication, including chapters on calculating journal rankings and understanding the Peer Review process, through to chapters on speaking to international audiences and writing for elite international journals, this book offers a unique perspective on how the changing nature of publishing works. This will be a useful guide for scholars across the globe looking to enhance their publication performance, and those questioning what needs to be done in order to understand, navigate and to (re-)position one's self and institution in this increasingly significant and rapidly altering terrain. Ciaran Sugrue is Professor of Education, University College Dublin, Ireland and has been Head of School from 2011-14. Sefika Mertkan is an Assistant Professor of Educational Leadership and Management at Eastern Mediterranean University.

This book is a longitudinal life history of the lives and work of primary school principals in Ireland. It provides a unique opportunity to peer inside the realities of leading schools in changing times. In a system that until recently did not prepare principals for the onerous roles and responsibilities, a small system with limited mobility, inter-personal relationships emerge as critical, frequently privileged over professional relationships. Consequently, principals struggle to bring about change, to build trust in order to cultivate a transformative leadership agenda, while several aspects of systemic structures and processes emerge as constraints on leadership capacity building. In the absence of comprehensive leadership portfolio development, classroom teachers, catapulted into the principal's office, tend to be cautious and careful in ways that tend to perpetuate the status quo while putting a premium on the exercise of soft power and an over-reliance on the good will of colleagues. Several of the 'leadership lessons' that emerge from this in-depth analysis concur with an increasing international consensus that due to complexity and increasingly performative policy demands, learning about leadership for all is an absolute necessity. However, care must be taken to avoid overly scripted programmes. Critical to the cultivation of a professionally responsible leadership disposition, rather than capitulation to 'technologies of control,' is professional renewal cultivated through adequate attention to the Zone of Proximal Distance.

What does professional responsibility entail in an increasingly insecure, unpredictable and de-regulated world? This is the core question addressed in this text. The point of departure for the various contributions is that professional responsibility is a way of being in the world that includes a particular mandate to behave in a manner consistent with moral and societal obligations as a professional. Increasingly, however, there is a lack of consensus as to what such mandates imply, and even more dissensus as to what appropriate exercise of responsibility entails. One of the distinctive features of this book is the manner in which it combines normative and empirical dimensions. It moves beyond dualistic perspectives to create a more inclusive conversation on professional responsibility.

In the face of increasing complexity of professional work, professional responsibility remains open to further development. The book signals direction for the development of professional responsibility, and while seeking to give direction to ongoing deliberations avoids the pitfalls of performativity.

The chapters are grounded in a variety of disciplinary perspectives and traverse various professional boundaries in a self-reflexive manner to create more inclusive, transformative and generative narratives on professional responsibility. This is achieved by:

• Focusing on normative dimensions of professional work and combining these with a focus on empirical aspects of professional practice in a variety of setting, and

• Recognising the inevitable tensions between personal trust and responsibility, and largely depersonalised policies and strategies of quality control when normative and empirical aspects of professional responsibility are situated within their policy environments.

The concluding narrative moves beyond deconstruction, complexity and critique of these considerations to a construction of new imagined horizons of professional responsibility from theoretical, conceptual and practical perspectives. This text sets out to transform professional responsibility through a re-configuration of its constituent elements in imaginative and creative ways and by indicating the real world import of re-charting the field."

Within the Academy, itself a changing and increasingly entrepreneurial entity, publishing is no longer an option; it is the universal currency that secures a position, tenure and promotion; it is key to academic life. Providing a panoramic picture of the changing publishing climate, Academic Life and the Publishing Landscape will empower scholars by enabling them to navigate this changing terrain more successfully. This book provides guidance from a range of contributors who use their own wide expertise in writing and publication to document the challenges faced by scholars at different career stages and in different locations. It covers a wide range of debates on publishing, spilt into the following three sections: Mapping the Publication Landscape, Writing for Publication-Learning from Successful Voices, Further Challenges and Possibilities. With topics ranging from the process of preparing manuscripts for publication, including chapters on calculating journal rankings and understanding the Peer Review process, through to chapters on speaking to international audiences and writing for elite international journals, this book offers a unique perspective on how the changing nature of publishing works. This will be a useful guide for scholars across the globe looking to enhance their publication performance, and those questioning what needs to be done in order to understand, navigate and to (re-)position one's self and institution in this increasingly significant and rapidly altering terrain. Ciaran Sugrue is Professor of Education, University College Dublin, Ireland and has been Head of School from 2011-14. Sefika Mertkan is an Assistant Professor of Educational Leadership and Management at Eastern Mediterranean University.