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*Provides first coherent theory of leadership as context-dependent
*Offers concrete steps for complex problem solving in schools
*Helps schools tailor solutions to local constraints and
circumstances
*Provides first coherent theory of leadership as context-dependent
*Offers concrete steps for complex problem solving in schools
*Helps schools tailor solutions to local constraints and
circumstances
Questioning Leadership offers a diverse mix of cutting-edge
research in the field of educational leadership, with contributions
from expert and emerging leadership scholars. It contextualises
school leadership within broader social and historical contexts and
traces its influence on school performance through time, from its
relatively modest role within a systems theory paradigm to its
growing influence from the 1980s onwards, as exercising leadership
came to be perceived as being largely responsible for improving
educational outcomes. This book invites the reader to challenge the
current orthodoxy of leader-centrism and instead reflect more
broadly on the various structural and institutional
interrelationships that determine how a school functions
successfully. It poses challenging questions, such as: Is
leadership really necessary for high-quality school performance?
Can schools function effectively without leadership? Is it possible
to describe the work that principals do without using the word
'leadership'? How do we challenge the assumption that leadership
simply exists and that it is seen as the appropriate default
explanation for school performance? This book does not assume that
leadership is the key to organisational performance, although it
acknowledges the work that principals do. It goes against current
orthodoxy and offers varied perspectives on how leadership might be
repositioned vis-a-vis organisational and institutional structures.
It also suggests some new directions for leading and learning and
throws open a discussion on leadership that for too long has been
captured by the assumption that the leader is the cause of
organisational performance and learning outcomes in schools. At a
time when leadership's dominance seems unshakeable, this is a bold
book that should appeal to postgraduate students of educational
leadership and management, those undertaking training in
educational administration and current school leaders interested in
exploring the value of leadership for educational organisations.
A critical examination of leadership theories past and present,
"Managing without Leadership" argues that leadership as
traditionally understood does not explain organizational
functioning. Bounded by empiricist assumptions and methodology, and
including a narrow theory of mind as symbol processor, leadership
theories are unable to support their claims about leaders and their
actions. Drawing on coherentist epistemology, connectionism, and
the theory of self-organizing dynamic systems, a naturalistic
account of organizational functioning and organization design is
explored that includes leaders as non-privileged agents in the
cognitive fabric of organizational life.
Questioning Leadership offers a diverse mix of cutting-edge
research in the field of educational leadership, with contributions
from expert and emerging leadership scholars. It contextualises
school leadership within broader social and historical contexts and
traces its influence on school performance through time, from its
relatively modest role within a systems theory paradigm to its
growing influence from the 1980s onwards, as exercising leadership
came to be perceived as being largely responsible for improving
educational outcomes. This book invites the reader to challenge the
current orthodoxy of leader-centrism and instead reflect more
broadly on the various structural and institutional
interrelationships that determine how a school functions
successfully. It poses challenging questions, such as: Is
leadership really necessary for high-quality school performance?
Can schools function effectively without leadership? Is it possible
to describe the work that principals do without using the word
'leadership'? How do we challenge the assumption that leadership
simply exists and that it is seen as the appropriate default
explanation for school performance? This book does not assume that
leadership is the key to organisational performance, although it
acknowledges the work that principals do. It goes against current
orthodoxy and offers varied perspectives on how leadership might be
repositioned vis-a-vis organisational and institutional structures.
It also suggests some new directions for leading and learning and
throws open a discussion on leadership that for too long has been
captured by the assumption that the leader is the cause of
organisational performance and learning outcomes in schools. At a
time when leadership's dominance seems unshakeable, this is a bold
book that should appeal to postgraduate students of educational
leadership and management, those undertaking training in
educational administration and current school leaders interested in
exploring the value of leadership for educational organisations.
Doing Educational Administration is the final part in a three
volume series by Evers and Lakomski presenting their perspective on
educational administration.
The first volume, Knowing Educational Administration, established
the importance of epistemological issues in the international field
of educational administration and suggested a new, post-positivist
approach to research. The theoretical approach presented in the
first volume was further examined in Exploring Educational
Administration, where the authors' theories were considered in an
applied context.
In this, the third and final volume, the authors conclude their
presentation of their post-positivist theory by demonstrating how
their account of knowledge and cognition shapes the content and
structure of administrative practice. Built around a set of basic
issues in the practice of educational administration where the role
of condition is of primary importance, Evers and Lakomski produce a
comprehensive and persuasive applied theory of administrative
practice.
Hardbound. Exploring Educational Administration the second book in
a planned 3 volume work, begins the task of extending the authors'
ideas into more applied domains. It provides some introductory
accounts of their theory, some extension of the theory in new
directions, particularly in response to the post-modernist
challenge, and signals the development of some important
applications to educational management issues, notably leadership,
policy, decision-making, and organisational design. Since their
work has generated a significant amount of controversy they have
drawn together, in the last section, three debates on their views
from prestigious international journals. The book extends
considerably the claims made in Knowing Educational Administration
by demonstrating how a post-positivist science of administration
can deal with traditional and vexed issues in the field. Hence it
will appeal to practioners, students and researchers alike
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