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This edited book highlights the importance and complexity of the
assistant principalship. As noted in all the chapters, the
assistant principal is a critical partner in creating a
professional learning community that serves all students well.
Often neglected or ignored in the literature, assistant principals
are more than disciplinarians and student or building managers. In
the best of all worlds, they provide the professional support and
partnership with their principals to create high-performing
schools. Unfortunately, as noted in some of the chapters, the ideal
and actual roles that assistant principals exercise often create a
gap that seethes with disillusionment and dissatisfaction. The
challenge for the profession is to better align the roles and
expectations of assistant principals so that they can experience
the best of being a school leader.
This edited book highlights the importance and complexity of the
assistant principalship. As noted in all the chapters, the
assistant principal is a critical partner in creating a
professional learning community that serves all students well.
Often neglected or ignored in the literature, assistant principals
are more than disciplinarians and student or building managers. In
the best of all worlds, they provide the professional support and
partnership with their principals to create high-performing
schools. Unfortunately, as noted in some of the chapters, the ideal
and actual roles that assistant principals exercise often create a
gap that seethes with disillusionment and dissatisfaction. The
challenge for the profession is to better align the roles and
expectations of assistant principals so that they can experience
the best of being a school leader.
A volume in International Research on School Leadership Series
Editors Alan R. Shoho and Bruce Barnett, University of Texas at San
Antonio and Autumn Tooms, University of Tennessee This book series,
International Research on School Leadership focuses on how
present-day issues affect the theory and practice of school
leadership. For the inaugural book, we focused on the challenges
facing new principals and headteachers. Because the professional
lives of school leaders have increasingly impinged on their
personal well-being and resources have continued to shrink, it is
important to understand how new principals or headteachers share
and divide their energy, ideas, and time within the school day. It
is also important to discover ways to provide professional
development and support for new principals and headteachers as they
strive to lead their schools in the twenty-first century. For these
reasons, The Challenges for New Principals in the Twenty-First
Century: Developing Leadership Capabilities Through Professional
Support is dedicated to exploring the rarely-examined experiences
of those who enter the role as new principals or headteachers. By
giving voice to new principals and headteachers, we are able to
determine what aspects of leadership preparation ring true and what
aspects prove to be of little or no utility. Unlike leadership
texts that focus on conceptual considerations and personal
narratives from the field, this book highlights a collection of
empirical efforts centered on the challenges and issues that new
principals and headteachers experience during their initial and
crucial years of induction. We solicited and accepted manuscripts
that explore the multi-faceted dimensions of being a new principal
or headteacher in the twenty-first century. Our goal was to create
an edited book that examines the commonalities and differences that
new principals and headteachers experience from an international
perspective. This edited book is comprised of six chapters, each of
which contributes an unique perspective on the responsibilities
that new principals and headteachers are experiencing at the dawn
of the twenty-first century.
A volume in International Research on School Leadership Series
Editors Alan R. Shoho and Bruce Barnett, University of Texas at San
Antonio and Autumn Tooms, University of Tennessee This book series,
International Research on School Leadership focuses on how
present-day issues affect the theory and practice of school
leadership. For the inaugural book, we focused on the challenges
facing new principals and headteachers. Because the professional
lives of school leaders have increasingly impinged on their
personal well-being and resources have continued to shrink, it is
important to understand how new principals or headteachers share
and divide their energy, ideas, and time within the school day. It
is also important to discover ways to provide professional
development and support for new principals and headteachers as they
strive to lead their schools in the twenty-first century. For these
reasons, The Challenges for New Principals in the Twenty-First
Century: Developing Leadership Capabilities Through Professional
Support is dedicated to exploring the rarely-examined experiences
of those who enter the role as new principals or headteachers. By
giving voice to new principals and headteachers, we are able to
determine what aspects of leadership preparation ring true and what
aspects prove to be of little or no utility. Unlike leadership
texts that focus on conceptual considerations and personal
narratives from the field, this book highlights a collection of
empirical efforts centered on the challenges and issues that new
principals and headteachers experience during their initial and
crucial years of induction. We solicited and accepted manuscripts
that explore the multi-faceted dimensions of being a new principal
or headteacher in the twenty-first century. Our goal was to create
an edited book that examines the commonalities and differences that
new principals and headteachers experience from an international
perspective. This edited book is comprised of six chapters, each of
which contributes an unique perspective on the responsibilities
that new principals and headteachers are experiencing at the dawn
of the twenty-first century.
Sexuality Matters brings together scholars from a variety of
epistemological perspectives to explore the multiple ways in which
sexuality does indeed matter in the arena of public education. This
book is arranged into three main thematic areas: Policy and
Activism, Curriculum and Pedagogy, and Identity and Lived
Experiences, each of which explores specific ideas and challenges
found within the corresponding topic. The special features of this
collection include a focus on the implications of sexuality for
educational leadership as well as a multi-perspectival approach to
the exploration of these concerns. This text will prove to be
especially useful both to scholars who prepare future educational
leaders and to practitioners who are seeking ways to deal with the
complex social realities of their communities.
Sexuality Matters brings together scholars from a variety of
epistemological perspectives to explore the multiple ways in which
sexuality does indeed matter in the arena of public education. This
book is arranged into three main thematic areas: Policy and
Activism, Curriculum and Pedagogy, and Identity and Lived
Experiences, each of which explores specific ideas and challenges
found within the corresponding topic. The special features of this
collection include a focus on the implications of sexuality for
educational leadership as well as a multi-perspectival approach to
the exploration of these concerns. This text will prove to be
especially useful both to scholars who prepare future educational
leaders and to practitioners who are seeking ways to deal with the
complex social realities of their communities.
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