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This volume offers a holistic, empirically grounded examination of
the factors which influence educational leaders' ethical judgments
in their day-to-day work in schools. Drawing on a range of
quantitative studies, the text utilizes organizational psychology
to explore multiple ethical paradigms. It considers social aspects
including ethnicity, gender, hegemony-minority relations, and
leadership styles which influence and drive ethical judgment
patterns employed by educators and principals. The book ultimately
demonstrates the Ethical Perspectives Instrument (EPI) as an
effective tool for the assessment of various ethical viewpoints and
their interactions, suitable for application to diverse cultures
and socio-educational circumstances. An important study of the
leaders' ethics and preparation in handling marginalized
populations, this book will be valuable for academics, researchers,
and graduate students working in the fields of educational
leadership, organizational psychology, and the sociology of
education.
Against the backdrop of research that tells us emotions are playing
an increasingly prevalent role in organizations' performance, this
text draws on empirical studies to powerfully argue that it is
incumbent upon school principals to display emotional leadership
within the education system. A Model of Emotional Leadership in
Schools sets out the importance of affective wellness in teachers
and addresses questions on emotive school management. Bringing
together a range of studies, the book elucidates emotion as a
managerial tool in the school environment, and considers the
interpersonal emotional support of teachers by principals.
Ultimately, the text puts forward a new model of emotional
leadership in schools to provide practical insights into the ways
in which principals can influence, transform, and manage teachers'
emotions. This insightful text will be of interest to researchers,
academics, and postgraduate students in the fields of school
leadership and leadership strategy, as well as educators and school
leaders concerned with how interpersonal aspects of emotion
management play out within the school context. Izhak Berkovich is a
faculty member in the Department of Education and Psychology at the
Open University of Israel, Israel. Ori Eyal is Chair of the
Graduate Division of Policy, Administration, and Leadership in
Education at the Hebrew University of Jerusalem, Israel.
This volume offers a holistic, empirically grounded examination of
the factors which influence educational leaders' ethical judgments
in their day-to-day work in schools. Drawing on a range of
quantitative studies, the text utilizes organizational psychology
to explore multiple ethical paradigms. It considers social aspects
including ethnicity, gender, hegemony-minority relations, and
leadership styles which influence and drive ethical judgment
patterns employed by educators and principals. The book ultimately
demonstrates the Ethical Perspectives Instrument (EPI) as an
effective tool for the assessment of various ethical viewpoints and
their interactions, suitable for application to diverse cultures
and socio-educational circumstances. An important study of the
leaders' ethics and preparation in handling marginalized
populations, this book will be valuable for academics, researchers,
and graduate students working in the fields of educational
leadership, organizational psychology, and the sociology of
education.
This book provides a highly accessible overview of public education
policy. It organizes knowledge about 21st century education policy
around two main topics: the policy process, and the discourse on
public education policy. This unique organization provides a novel
lens for better understanding the dynamics and contents of current
education policy making. The work also offers a broad overview of
theories of public policy, economics, demography, sociology,
history, and psychology. Each chapter includes a discussion of data
derived from the international and Israeli contexts. The book
provides a series of valuable insights relevant to researchers,
practitioners, and policymakers interested in understanding the
multifaceted aspects that shape contemporary education policy.
This book provides a highly accessible overview of public education
policy. It organizes knowledge about 21st century education policy
around two main topics: the policy process, and the discourse on
public education policy. This unique organization provides a novel
lens for better understanding the dynamics and contents of current
education policy making. The work also offers a broad overview of
theories of public policy, economics, demography, sociology,
history, and psychology. Each chapter includes a discussion of data
derived from the international and Israeli contexts. The book
provides a series of valuable insights relevant to researchers,
practitioners, and policymakers interested in understanding the
multifaceted aspects that shape contemporary education policy.
Against the backdrop of research that tells us emotions are playing
an increasingly prevalent role in organizations' performance, this
text draws on empirical studies to powerfully argue that it is
incumbent upon school principals to display emotional leadership
within the education system. A Model of Emotional Leadership in
Schools sets out the importance of affective wellness in teachers
and addresses questions on emotive school management. Bringing
together a range of studies, the book elucidates emotion as a
managerial tool in the school environment, and considers the
interpersonal emotional support of teachers by principals.
Ultimately, the text puts forward a new model of emotional
leadership in schools to provide practical insights into the ways
in which principals can influence, transform, and manage teachers'
emotions. This insightful text will be of interest to researchers,
academics, and postgraduate students in the fields of school
leadership and leadership strategy, as well as educators and school
leaders concerned with how interpersonal aspects of emotion
management play out within the school context. Izhak Berkovich is a
faculty member in the Department of Education and Psychology at the
Open University of Israel, Israel. Ori Eyal is Chair of the
Graduate Division of Policy, Administration, and Leadership in
Education at the Hebrew University of Jerusalem, Israel.
Digital protest and activism in reaction to the consequences of
neoliberalism in public education have become a global phenomenon
in the second decade of the 21st century, emerging in countries
such as the US, UK, France, and Israel. Teachers, parents, and
other stakeholders in education are increasingly using digital
media in their protest and activism efforts, yet these efforts have
hardly been investigated to date.This book addresses this gap and
employs an empirical exploration of the way in which Internet-based
protest activity concerning public education issues is constructed,
mobilised, and carried out. In doing so it provides key insights
for the study of educational politics in the digital age. It shows
how digital media is used by teachers and parents to create a
bottom-up politics, spanning a common divide in the study of
education politics between the macro (policymaking) and the micro
(school) levels. The authors propose a novel taxonomy of uses of
social media by digital activists, and argue that Internet-based
social mobilisations develop different patterns of use of social
media, based on the lived experience of their members and potential
supporters. Finally, the book situates the rise of digital activism
in education within the neoliberal restructuring of national
education systems and the rise of neoliberal discourse of
competition, budget discipline, and measurable achievements. The
authors highlight three cases of Internet-based mobilisations in
Israel, in which teachers and parents successfully affected public
education policy. By providing a case-study driven analysis of
digital protest and activism in education, this book will prove an
invaluable text for researchers, leaders and practitioners in the
field of education policy and comparative education.
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