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The purpose of this book is to examine the tensions, gaps, and
intersections between the practices of leadership in educational
systems, school leadership preparation programs, and the often
different worlds of academia and k12 schools. Voices from both
academia and k12 schools are used to illustrate the tensions that
cluster around capacity, politics, and the everyday practice of
inspiring, engaging, and preparing school leaders.
The purpose of this book is to examine the tensions, gaps, and
intersections between the practices of leadership in educational
systems, school leadership preparation programs, and the often
different worlds of academia and k12 schools. Voices from both
academia and k12 schools are used to illustrate the tensions that
cluster around capacity, politics, and the everyday practice of
inspiring, engaging, and preparing school leaders.
This is a critical examination of the people who teach and produce
research and scholarship in our institutions of higher education.
The insights revealed through probing interviews with individual
professors who have made careers in the halls of academia help
readers understand the politics, power struggles and perils, both
large and small, which shape the modern university. Given the
important role these institutions play in our society, such an
examination is not only helpful, but essential. This book is a
helpful primer for faculty looking to build a career and those
interested in understanding how professors are tasked in their
profession.
This is a critical examination of the people who teach and produce
research and scholarship in our institutions of higher education.
The insights revealed through probing interviews with individual
professors who have made careers in the halls of academia help
readers understand the politics, power struggles and perils, both
large and small, which shape the modern university. Given the
important role these institutions play in our society, such an
examination is not only helpful, but essential. This book is a
helpful primer for faculty looking to build a career and those
interested in understanding how professors are tasked in their
profession.
This third book in the Information Age book series, International
Research on School Leadership, focuses on the changing nature of
instructional leadership in the 21st century. Our goal is to
examine instructional leadership from multiple educational and
international perspectives. Unlike many leadership books that focus
on conceptualizations and personal narratives, the seven chapters
provide empirical evidence of how instructional leadership is
evolving in the 21st century. From the effective schools research
of the 1980s to today's relentless calls for improved student
performance, attention has focused on the instructional leadership
roles and responsibilities of school principals, headteachers, and
educational system leaders. The emphasis on student performance has
gone global as evidenced by highly-publicized international
studies, such as the Trends in International Math and Science
Studies (TIMSS) and the Program for International Student
Assessment (PISA), comparing student achievement in different
countries. These developments have had substantial effects on
school leaders, especially building-level principals and
headteachers. Rather than being the only ones overseeing school
improvement aimed at increasing student learning, many school
administrators are distributing leadership responsibilities to
other administrators and teachers on their campuses. To fully
understand instructional leadership in the 21st century, the book
examines three important dimensions of instructional leadership:
(1) the current context for turning around low-performing schools,
increasing teacher effectiveness, and providing equitable outcomes
for all students, (2) international perspectives of instructional
leadership development, particularly the value of teacher coaching
and leadership development for aspiring and practicing school
leaders in a developing country, and (3) the obstacles
instructional leaders confront as they deal with fiscal
constraints, political pressure, diverse student populations, and
high-stakes standards-based reforms.
This third book in the Information Age book series, International
Research on School Leadership, focuses on the changing nature of
instructional leadership in the 21st century. Our goal is to
examine instructional leadership from multiple educational and
international perspectives. Unlike many leadership books that focus
on conceptualizations and personal narratives, the seven chapters
provide empirical evidence of how instructional leadership is
evolving in the 21st century. From the effective schools research
of the 1980s to today's relentless calls for improved student
performance, attention has focused on the instructional leadership
roles and responsibilities of school principals, headteachers, and
educational system leaders. The emphasis on student performance has
gone global as evidenced by highly-publicized international
studies, such as the Trends in International Math and Science
Studies (TIMSS) and the Program for International Student
Assessment (PISA), comparing student achievement in different
countries. These developments have had substantial effects on
school leaders, especially building-level principals and
headteachers. Rather than being the only ones overseeing school
improvement aimed at increasing student learning, many school
administrators are distributing leadership responsibilities to
other administrators and teachers on their campuses. To fully
understand instructional leadership in the 21st century, the book
examines three important dimensions of instructional leadership:
(1) the current context for turning around low-performing schools,
increasing teacher effectiveness, and providing equitable outcomes
for all students, (2) international perspectives of instructional
leadership development, particularly the value of teacher coaching
and leadership development for aspiring and practicing school
leaders in a developing country, and (3) the obstacles
instructional leaders confront as they deal with fiscal
constraints, political pressure, diverse student populations, and
high-stakes standards-based reforms.
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