A volume in the series International Perspectives on Curriculum Series Editor David Scott, Lincoln University - UK This proposal is for a book about pedagogical leadership that draws upon an extensive literature base as well as empirical research by the author in order to examine forms of leadership and management that promote and instill education for learning and social justice. Its starting points are to restore and elevate social and moral purpose in leadership as first-order constructs that have theoretical and practical implications for existing and potential leader educators. This is not necessarily an easy thing to do. Asking educators and researchers of education leadership to define what they consider to be the core moral values underpinning leadership in educational settings usually results in some fairly bland, if fundamentally important statements about putting learners at the heart of leadership praxis, especially that which occurs in educational settings. In practice, numerous organisational mission statements attest to this rhetorical conviction. Yet, it is current policy contexts that place relations between leaders, teachers, and learners in contradictory 'moral' positions. Drives to improve student performance through increased competition in the market-place, intensified procedures for monitoring and evaluation, and frenetic commitments to 'change' as overarching leadership mantras have relegated Sergiovanni's (1998) definition of pedagogical leadership 'that invests in capacity building by developing social and academic capital for students and intellectual capital for teachers' as second, even third order constructs. This book intends to reverse the process and in doing so, it will relegate to second order, and by lively debate and illustrative vignettes, many, though not all of the hegemonic constructs that are prevalent in current 'managerial' times. This book will therefore define and challenge a paradox; as governments express commitment to an educational settlement that minimises exclusion, widens participation, and promotes 'active' citizenship, the much heralded vanguards of that settlement - leaders and managers - are being enjoined to reduce their thinking and action to technicist 'manoeuvres' (Grace, 2000:236) in which aspirations towards social justice can become more distant, strangely exotic even in their expression. As importantly, such technical manoeuvring is not accompanied by a reduction in leadership and management tasks and responsibilities. As more is demanded of organizations and their leaders in terms of responsibilities for learning in areas of health, sexuality, drug awareness, physical exercise and nutrition, citizenship, work experience, race equality, and skills in familial and social caring, questions arise about the extent to which 'social justice' constitutes a wide umbrella under which such interests might 'shelter' or whether social justice is to be considered 'separately' with attendant dangers to be seen as add-on and therefore potentially marginalized or distinct from the total enterprise that constitutes education and learning.

Based on a research and evaluation programme which covered four local educational authorities; Buckinghamshire, Coventry, Salford and Solihul, this group set out to provide an up-to-date account of the process and practice of in-service education. It looks inside in-service education and training, focusing on a series of central issues derived from actual experience in these particular authorities. It is designed specifically for staff in schools and local authorities involved in in-service education and training as well as those involved in research and the study of education.

First published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

It is easy for newcomers to educational research to be confused by the wide range of terms used in the field and consequently for them to find it challenging to relate such terms to their own research and practice. This comprehensive guide consists of 120 concise but illuminative essays providing: - an explanation and definition of the term - alternative explanations and definitions of the term - the context in which it is used by educational researchers - exemplars as to how the term is used and used be used in practice - references to further literature - cross-references to other terms in the book.

This classic guide continues to be the leading Research Methods text that specifically deals with Educational Leadership and Management. The collection boasts an array of high-profile international expert contributors, covering a wide range of specialisms, emphasising the importance of the critically engaged practitioner.

Accessible and user-friendly, this edition has been fully revised and updated to take full account of online research. It features new authors, more case studies and examples, and brand new chapters on:

- research Design

- grounded research

- ethnography

- discourse analysis

- narrative / Life history

- student voice

Whether you are postgraduate, an academic, or a practitioner researcher, if you are investigating Research Methods, Leadership & Management or Educational Research, this is the book you will need.

This classic guide continues to be the leading Research Methods text that specifically deals with Educational Leadership and Management. The collection boasts an array of high-profile international expert contributors, covering a wide range of specialisms, emphasising the importance of the critically engaged practitioner.

Accessible and user-friendly, this edition has been fully revised and updated to take full account of online research. It features new authors, more case studies and examples, and brand new chapters on:

- research Design

- grounded research

- ethnography

- discourse analysis

- narrative / Life history

- student voice

Whether you are postgraduate, an academic, or a practitioner researcher, if you are investigating Research Methods, Leadership & Management or Educational Research, this is the book you will need.

A volume in the series International Perspectives on Curriculum Series Editor David Scott, Lincoln University - UK This proposal is for a book about pedagogical leadership that draws upon an extensive literature base as well as empirical research by the author in order to examine forms of leadership and management that promote and instill education for learning and social justice. Its starting points are to restore and elevate social and moral purpose in leadership as first-order constructs that have theoretical and practical implications for existing and potential leader educators. This is not necessarily an easy thing to do. Asking educators and researchers of education leadership to define what they consider to be the core moral values underpinning leadership in educational settings usually results in some fairly bland, if fundamentally important statements about putting learners at the heart of leadership praxis, especially that which occurs in educational settings. In practice, numerous organisational mission statements attest to this rhetorical conviction. Yet, it is current policy contexts that place relations between leaders, teachers, and learners in contradictory 'moral' positions. Drives to improve student performance through increased competition in the market-place, intensified procedures for monitoring and evaluation, and frenetic commitments to 'change' as overarching leadership mantras have relegated Sergiovanni's (1998) definition of pedagogical leadership 'that invests in capacity building by developing social and academic capital for students and intellectual capital for teachers' as second, even third order constructs. This book intends to reverse the process and in doing so, it will relegate to second order, and by lively debate and illustrative vignettes, many, though not all of the hegemonic constructs that are prevalent in current 'managerial' times. This book will therefore define and challenge a paradox; as governments express commitment to an educational settlement that minimises exclusion, widens participation, and promotes 'active' citizenship, the much heralded vanguards of that settlement - leaders and managers - are being enjoined to reduce their thinking and action to technicist 'manoeuvres' (Grace, 2000:236) in which aspirations towards social justice can become more distant, strangely exotic even in their expression. As importantly, such technical manoeuvring is not accompanied by a reduction in leadership and management tasks and responsibilities. As more is demanded of organizations and their leaders in terms of responsibilities for learning in areas of health, sexuality, drug awareness, physical exercise and nutrition, citizenship, work experience, race equality, and skills in familial and social caring, questions arise about the extent to which 'social justice' constitutes a wide umbrella under which such interests might 'shelter' or whether social justice is to be considered 'separately' with attendant dangers to be seen as add-on and therefore potentially marginalized or distinct from the total enterprise that constitutes education and learning.