Originally published in 1991. This book examines the early experiences of the first grant-maintained Schools and considers the challenges facing the self-managing school in the 1990s. The book looks at the context of the change of status, what it means to be grant-maintained, and reviews the types of schools that have opted out so far and their reasons for doing so. A section of specially commissioned case studies written by headteachers offers accounts of how each school has coped with the move to grant-maintained status. The book provides a practical and realistic appraisal of grant-maintained schools and their move towards self-management, exploring both the advantages and the disadvantages of opting out of local authority control.

Originally published in 1991. This book examines the early experiences of the first grant-maintained Schools and considers the challenges facing the self-managing school in the 1990s. The book looks at the context of the change of status, what it means to be grant-maintained, and reviews the types of schools that have opted out so far and their reasons for doing so. A section of specially commissioned case studies written by headteachers offers accounts of how each school has coped with the move to grant-maintained status. The book provides a practical and realistic appraisal of grant-maintained schools and their move towards self-management, exploring both the advantages and the disadvantages of opting out of local authority control.

The charismatic transformational leader, who creates a 'vision' for the future of their organization and persuades others to follow their path towards it, is now the dominant viewpoint that underpins government policies towards leadership development in the English-speaking world.

This book offers a much-needed corrective to this orthodoxy by focusing on current research and thinking about 'leadership' rather than 'leaders. A wide range of prominent international contributors present a rare self critical look at their own assertions and test alternative leadership models against recent research projects. They also demonstrate how their analysis is relevant to all countries where leadership is an issue.

Major features include:

] alternative theories to understanding

the nature of leadership

] how leadership could be analyzed

] re-analysis of recent research carried out by contributors in the light of one or more of the alternative theories examined

] implications of the alternative perspectives for leadership training

This book is recommended to all staff and students involved in educational leadership, management or administration programmes.

A Disguising of Tailors Who are Heinrich Schneider; Enrico Sarto; Henri de Sastre and Henry Skreddersy and what connection do they have to Henry Tailor, the Henry Tailor who is about to be knighted? The death of a well-known novelist and investigator sets a chain of events in motion which could jeopardise his ambition. A meeting at a graveside with an elderly man and the discovery of a manuscript send 31 year old twins, Tim and Steph Baker, on a journey of discovery; one which casts doubt on their own family history. From 1939 Germany, the story follows a 'disguising of Tailors' across Europe; to Bolivia; Norway and Britain. Seeking the truth, Tim and Steph, fly to Norway, unaware of the danger that will face them. A series of unexpected events; murder, bombing, kidnapping and a storm at sea are a set against the beauty of the Norwegian countryside and lead to a thrilling conclusion to the tale: Or does it?

`Leadership is the theme of this decade. This series provides an enormously valuable overview of all the critical issues involved in designing leadership as the main strategy for educational reform.... A great and timely collection'- Michael Fullan, Dean, OISE/University of Toronto `This book... will quickly go onto the essential reading list of the MA(Ed) programme I work on and become an essential resource for practitioners in educational leadership roles who wish to inform and refresh their understanding of those roles.... "A great and timely collection" writes Michael Fullan in the back cover blurb - and that is no exaggeration' - Eric Hadley, Journal of Inservice Education Managing people is a key aspect of leading and the exercise of leadership skills. Institutions are complex organizations of structures and cultures reflecting the values of those who lead and work in them. This book is about those people. It deals with: the `art' of leadership and leading; teams and collaborative ways of working; and the operational systems which form part of the daily practice of management in organizations. Managing people is not the same as managing any other resource. Managing people involves recognizing and dealing with the range of human nature, life choices, feelings and emotions. This book also considers the affective dimension of leadership and the exercise of management skills. It provides an opportunity for critical reflection on a range of literature which forms a framework for self-examination and institutional critique. The editors believe that the practice of leadership is fragmented and that leadership is not just for leaders but also for anyone working in an organization. The main themes covered are: - learning to be leaders - dispersed leadership - managing people and teams in organization structures -tThe experience of leading in practice This book is suitable for providers and students in higher educational institutions postgraduate level courses in educational management and leadership development provision for Headteachers induction programmes, NPQH and LPSH. It is also suitable for use on short courses and for practitioners occupying or aspiring to leadership roles in schools, colleges and other educational organizations. This book is one of three course readers for The Open University course E849 Leading and Managing for Effective Education. The other volumes are: Effective Educational Leadership Nigel Bennett, Megan Crawford and Marion Cartwright (editors) Strategic Leadership and Educational Improvement Margaret Preedy, Ron Glatter, Christine Wise (editors)

Evidence-Informed Policy and Practice (EIPP) has emerged as an important concept. The availability and growing interest in evidence, alongside pressure for improved public services have made it a key component of the government's modernization agenda. It is relevant to all parts of the public sector, to education, and specifically, to educational leadership. Successful educational leadership is regarded as an essential factor in raising educational standards.

In this book, the editors have drawn together key figures in the field of EIPP to introduce its role in informing educational leadership, with the aim of improving learning and teaching. The EIPP approach is considered, both for structuring research studies and for the analysis of the data generated. Relevant examples are also provided to inform the current debate.

This book is important reading for educational professionals, policy makers, practitioners and students.

The charismatic transformational leader, who creates a 'vision' for the future of their organization and persuades others to follow their path towards it, is now the dominant viewpoint that underpins government policies towards leadership development in the English-speaking world.

This book offers a much-needed corrective to this orthodoxy by focusing on current research and thinking about 'leadership' rather than 'leaders. A wide range of prominent international contributors present a rare self critical look at their own assertions and test alternative leadership models against recent research projects. They also demonstrate how their analysis is relevant to all countries where leadership is an issue.

Major features include:

] alternative theories to understanding

the nature of leadership

] how leadership could be analyzed

] re-analysis of recent research carried out by contributors in the light of one or more of the alternative theories examined

] implications of the alternative perspectives for leadership training

This book is recommended to all staff and students involved in educational leadership, management or administration programmes.

`The text is challenging and stimulating and structured to provide the reader with an accessible synopsis of the range of current trends and solutions in the area of educational financial management being applied in the UK and the global context' - Improving Schools