Sponsored by the University Council on Educational Administration (UCEA), the British Educational, Leadership, Management, and Administration Society (BELMAS), and the Commonwealth Council for Educational Administration and Management (CCEAM), this is the first book to provide a comprehensive and comparative review of what is known about the preparation and development of primary and secondary schools leaders across the globe. It describes current issues and debates and an assessment of where the field of leadership development is headed. Key features include the following: Global Focus - This book provides the first comprehensive look at leadership preparation and development across the globe. The chapter authors, all of whom are well known scholars, are drawn from the following countries: USA 8, UK 9, Europe 5, Asia 3, Canada 3, Australia/New Zealand 3, and Africa 3. Topical & Geographical Focus - Provides researchers and policymakers with critical descriptions and assessments of both topical and geographical areas. International Expertise -- Chapter contributors are drawn from a variety of theoretical perspectives and represent all major continents.

Sponsored by the University Council on Educational Administration (UCEA), the British Educational, Leadership, Management, and Administration Society (BELMAS), and the Commonwealth Council for Educational Administration and Management (CCEAM), this is the first book to provide a comprehensive and comparative review of what is known about the preparation and development of primary and secondary schools leaders across the globe. It describes current issues and debates and an assessment of where the field of leadership development is headed. Key features include the following: Global Focus - This book provides the first comprehensive look at leadership preparation and development across the globe. The chapter authors, all of whom are well known scholars, are drawn from the following countries: USA 8, UK 9, Europe 5, Asia 3, Canada 3, Australia/New Zealand 3, and Africa 3. Topical & Geographical Focus - Provides researchers and policymakers with critical descriptions and assessments of both topical and geographical areas. International Expertise -- Chapter contributors are drawn from a variety of theoretical perspectives and represent all major continents.

`Foskett and Lumby's book forms an important and a timely contribution to comparative international studies of educational leadership?. In challenging a range of deeply embedded suppositions about leading and managing in education the authors remind us regularly that the mightiest task of even the most accomplished transformational leader, or radical government policy, is to transform values, attitudes and professional culture. So this exposition of similarities and contrasts in practices makes a useful contribution to the literature on educational leadership in this country and beyond' - David Wood, Journal of Inservice Education

This accessible book provides a critical review of educational leadership and management from an international perspective. It addresses the expectation that practitioners and students of educational management and administration will have an international perspective on their roles, responsibilities and tasks. Increasingly, teachers as education leaders are expected to keep pace with developments in other school and college systems, and to engage with international networks to debate and exchange practical experience.

The book covers a series of key themes in educational leadership, drawing on a wide range of examples, including:

- Learners and learning

- People and communities in education

- Managing strategy and resources

- Learning futures and the changing challenges for educational leaders.

In this context the authors:

- Describe the international landscape of leadership and management.

- Provide an overview of practice in different national settings.

- Identify global patterns and trends.

- Challenge some of the accepted norms in leadership and management.

- Build managers' confidence as part of a global community of professional educators.

- Support informed choice about policy and practice from government to school.

This is a key text for students of educational leadership and management as well as for managers and administrators in schools, colleges and other educational settings.

Leadership as Lunacy: And Other Metaphors for Educational Leadership is an innovative look at leadership models and behaviours-and what school leaders and stakeholders alike can learn from them. The authors guide readers on a journey of "intellectual pyrotechnics," drawing you through historical perspectives and cognitive possibilities that inspire, resolve, confuse, and provoke reflection on the state of leadership in education. The authors examine: - Various interpretations of metaphor and how metaphors have been used to define leadership - The current debate and discourse pertaining to educational leadership models - How metaphors can stimulate reflection and inspire self-growth.

`This is a distance-learning text for a university MBA course but it is easy to recommend it also as a free-standing, clearly written and comprehensive induction to the subject. NPQH candidates should grab it' - Management in Education This textbook deals with current theories of the management of people employed in schools and colleges, recent developments and emerging trends. The authors focus on issues relevant to the whole organization and the the specifics of managing a school or college and its employees. They also cover the application of good practice to management processes such as selection, induction, performance management, appraisal and staff development. It is relevant to teachers and managers working in schools of all phases, and in further education colleges, including those aspiring to more senior positions. It is also directly relevant to the requirements of the NPQH.

`This book is helpful in providing a survey of where education has reached in strategic planning in theory and practice. Helpfully, case studies are scattered throughout so readers can compare themselves with other schools and pick up "do and don't tips"' - Management in Education `The strategies presented here are quite useful to provide future directions not only to the managers but also to the planners and trainers' - Journal of Education Planning and Administration This book examines the issue of strategic management in schools and colleges. The contributors present an overview of theory in order to enhance management practice in education, and articulate good practice on the basis of evidence in education settings. The ideas presented here are derived from international research and practice, and apply to all phases of education, with the emphasis on using the findings to improve practice in schools and colleges.

`Practitioner Research in Education should become a millennium "must" for principals and school leaders whose schools are under OfSTED spotlight and for all those practitioners who earnestly aim to undertake higher managment studies whilst "in situ" in their teaching posts.... It is a publication well worth reading by all those who continue to be, justifiably, enthused by school development issues' - Angela Monkman Brushett, OfSTED Inspector `This is a very simple but notable piece of work... They have done a service to education in providing evidence (and there is remarkably little elsewhere) that continuous professional development does pay off in terms of a better education for pupils in schools' - School Leadership and Management Much debate currently concerns the value of education research : how is it perceived by practitioners and students ? How useful and relevant is it ? Who best carries it out ? Can it be free from political influence ? While practitioner research is widely advocated, little is known about its effect on individuals, teams and the institution. In Practitioner Research in Education, the authors explore the effects of teachers' and lecturers' research and its impact on organizational improvement. Whether affecting whole school cultures through teachers' group work, or influencing practice through an individual's research, the accounts in this book show how research can make a difference. They show how improvements in management and leadership arising from practitioner research can contribute to advances in teaching and learning. The book includes material on how to conduct research, the types of research which practitioners can carry out in a school or college, and the implications of research for organizational development. Readers will be able to draw valuable lessons for personal, professional, team or school improvement. Practitioner Research In Education will be useful to students and practitioners of educational management, to those doing research in educational settings, and to school managers who are committed to school improvement.

One of the difficulties with the production of a book that describes the international terrain of leadership and management is that political and social contexts in which policy and practice occur are multi-dimensional. Yet the authors have successfully woven a narrative that engages the reader and helps shape our understanding of diverse ways in which leading and managing occurs in a range of countries. In particular I found the examples regarding schools, resources and teachers' professional work from developing countries a disturbing component of what could be termed the trauma of leadership in those sites. These examples serviced to enrich my own understanding and provide further evidence that there can be no framework or paradigm for understanding leadership and management in a global context' - "Educational Review

"

Foskett and Lumby's book forms an important and a timely contribution to comparative international studies of educational leadership . In challenging a range of deeply embedded suppositions about leading and managing in education the authors remind us regularly that the mightiest task of even the most accomplished transformational leader, or radical government policy, is to transform values, attitudes and professional culture. So this exposition of similarities and contrasts in practices makes a useful contribution to the literature on educational leadership in this country and beyond' - "David Wood, Journal of Inservice Education

"

This accessible book provides a critical review of educational leadership and management from an international perspective. It addresses the expectation that practitioners and students of educational management and administration will have an international perspective on their roles, responsibilities and tasks. Increasingly, teachers as education leaders are expected to keep pace with developments in other school and college systems, and to engage with international networks to debate and exchange practical experience.

The book covers a series of key themes in educational leadership, drawing on a wide range of examples, including:

- Learners and learning

- People and communities in education

- Managing strategy and resources

- Learning futures and the changing challenges for educational leaders.

In this context the authors:

- Describe the international landscape of leadership and management.

- Provide an overview of practice in different national settings.

- Identify global patterns and trends.

- Challenge some of the accepted norms in leadership and management.

- Build managers' confidence as part of a global community of professional educators.

- Support informed choice about policy and practice from government to school.

This is a key text for students of educational leadership and management as well as for managers and administrators in schools, colleges and other educational settings.

"