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Drawing on the extensive knowledge of experts from nations around
the world, the authors provide comprehensive assessments of the
challenges and opportunities when dealing with educational change
initiatives at the national and local levels.
Drawing on the extensive knowledge of experts from nations around
the world, the authors provide comprehensive assessments of the
challenges and opportunities when dealing with educational change
initiatives at the national and local levels.
A valuable resource to institutions of higher education and various
state and national superintendent organizations and agencies, The
Dark Side of Educational Leadership provides valuable insights into
specific resiliency behaviors that contribute to superintendents'
abilities to overcome the trauma associated with being a
professional victim. Specifically illuminating those issues that
contribute most often to the victimization of superintendents,
well-researched chapters demonstrate strategies employed by
superintendents to prevent similar issues from causing additional
pain. Polka and Litchka identify resiliency factors of most
significance to superintendents in dealing with the professional
victim syndrome, helping superintendents to better prepare for the
professional victim syndrome during their professional career.
This book brings an international perspective of school leadership,
but this time, examines how such leadership can have a positive
impact on students considered to be “unique.” At one time, such
students considered “unique” or “special” were often placed
in special education programs and/or special schools to address
their physical, emotional, and/or mental disabilities. Through
legislation and changes in beliefs, many countries have changed
approaches with these students from a “warehouse” approach,
where such students were placed in special schools, to more of an
inclusive approach where such students remain in their particular
home school in an environment that was more inclusive and less
restrictive. Over the past two decades or so, schools around the
globe have been experiencing a significance increase in not only
the number of “traditional” types of students needing special
services, but a new generation of unique and diverse students,
including those with: sexual identity and orientation
differences; extreme social and economic inequities; cultural
differences, arising from the significant increase in the number of
migrant families fleeing unstable nations. Through their
educational systems, many nations are moving from compliance and
deficit models to support and prevention; they are becoming more
inclusive of unique and special students. Thus, the school leader,
if provided the opportunity and support, can have a significant
impact on the education of and all students by linking their
leadership to the acceptance and inclusion of all students, and to
ensuring that all adults in the school become responsible for each
student.
This book brings an international perspective of school leadership,
but this time, examines how such leadership can have a positive
impact on students considered to be “unique.” At one time, such
students considered “unique” or “special” were often placed
in special education programs and/or special schools to address
their physical, emotional, and/or mental disabilities. Through
legislation and changes in beliefs, many countries have changed
approaches with these students from a “warehouse” approach,
where such students were placed in special schools, to more of an
inclusive approach where such students remain in their particular
home school in an environment that was more inclusive and less
restrictive. Over the past two decades or so, schools around the
globe have been experiencing a significance increase in not only
the number of “traditional” types of students needing special
services, but a new generation of unique and diverse students,
including those with: sexual identity and orientation
differences; extreme social and economic inequities; cultural
differences, arising from the significant increase in the number of
migrant families fleeing unstable nations. Through their
educational systems, many nations are moving from compliance and
deficit models to support and prevention; they are becoming more
inclusive of unique and special students. Thus, the school leader,
if provided the opportunity and support, can have a significant
impact on the education of and all students by linking their
leadership to the acceptance and inclusion of all students, and to
ensuring that all adults in the school become responsible for each
student.
This book is based on the professional experiences and research
findings of Drs. Litchka, Polka, and Calzi who possess a combined
total professional experience of over 100 years as educators in the
United States, including over 75 years as public school
administrators and over 30 years as chief school officers. They
each have experienced the excitement as well as the trials and
tribulations associated with being an education decision-maker in
various school districts. In addition, since they retired from
their superintendencies, the authors have spent a combined 30 plus
years in researching and teaching about the roles,
responsibilities, and stresses of school district leadership. They
are committed to appropriately preparing current and aspiring
leaders to survive and thrive in the superinetendency by conducting
research about contemporary leadership issues. The authors know the
topic of school leadership very well from both the practical lived
experiences to the various theoretical research conceptual
frameworks.This book reflects actual stories collected via their
most recent research associated with school district leadership,
decision-making, politics, and living on the horns of dilemmas.
This book shares stories of historical figures from the past as
well as contemporary school superintendents and principals. The
present nature and complexity of leadership is heavily dependent on
the past, as we cannot fully understand or appreciate the current
context without going back and exploring the past. To ignore great
leaders from the past would run the risk of having current and
aspiring school leaders not completely knowing, understanding, and
appreciating these exemplary lessons the contemporary context.
These stories help us to understand the values, beliefs, and morals
of contemporary school leaders; they help us define what it means
to be a school leader in contemporary America. We can learn history
in terms of stories, either through telling stories or listening to
the stories of others. But, it is more than telling and listening.
It is learning, for not only those who wish to be school leaders,
but learning for those who currently are in positions of school
leadership.
This book shares stories of historical figures from the past as
well as contemporary school superintendents and principals. The
present nature and complexity of leadership is heavily dependent on
the past, as we cannot fully understand or appreciate the current
context without going back and exploring the past. To ignore great
leaders from the past would run the risk of having current and
aspiring school leaders not completely knowing, understanding, and
appreciating these exemplary lessons the contemporary context.
These stories help us to understand the values, beliefs, and morals
of contemporary school leaders; they help us define what it means
to be a school leader in contemporary America. We can learn history
in terms of stories, either through telling stories or listening to
the stories of others. But, it is more than telling and listening.
It is learning, for not only those who wish to be school leaders,
but learning for those who currently are in positions of school
leadership.
A valuable resource to institutions of higher education and various
state and national superintendent organizations and agencies, The
Dark Side of Educational Leadership provides valuable insights into
specific resiliency behaviors that contribute to superintendents'
abilities to overcome the trauma associated with being a
professional victim. Specifically illuminating those issues that
contribute most often to the victimization of superintendents,
well-researched chapters demonstrate strategies employed by
superintendents to prevent similar issues from causing additional
pain. Polka and Litchka identify resiliency factors of most
significance to superintendents in dealing with the professional
victim syndrome, helping superintendents to better prepare for the
professional victim syndrome during their professional career.
This book is based on the professional experiences and research
findings of Drs. Litchka, Polka, and Calzi who possess a combined
total professional experience of over 100 years as educators in the
United States, including over 75 years as public school
administrators and over 30 years as chief school officers. They
each have experienced the excitement as well as the trials and
tribulations associated with being an education decision-maker in
various school districts. In addition, since they retired from
their superintendencies, the authors have spent a combined 30 plus
years in researching and teaching about the roles,
responsibilities, and stresses of school district leadership. They
are committed to appropriately preparing current and aspiring
leaders to survive and thrive in the superinetendency by conducting
research about contemporary leadership issues. The authors know the
topic of school leadership very well from both the practical lived
experiences to the various theoretical research conceptual
frameworks.This book reflects actual stories collected via their
most recent research associated with school district leadership,
decision-making, politics, and living on the horns of dilemmas.
School leadership is critical to the success for both teachers and
students. Yet, the theory and practice the informs the current
context of school leadership has been, for the most part, left to
each nation and its educational authorities, institutions, and
associations. Thus, over the last several decades, global
collaboration has not occurred in a significant manner. The purpose
of this book is to encourage such discussion, examination, debate,
and collaboration of the issues, challenges, and successes found in
school leadership from around the world. Specific topics found in
the book include international professional learning for school
leaders from Canada, China, Europe, and Turkey, offering both
theory and practices from the field of school leadership.
School leadership is critical to the success for both teachers and
students. Yet, the theory and practice the informs the current
context of school leadership has been, for the most part, left to
each nation and its educational authorities, institutions, and
associations. Thus, over the last several decades, global
collaboration has not occurred in a significant manner. The purpose
of this book is to encourage such discussion, examination, debate,
and collaboration of the issues, challenges, and successes found in
school leadership from around the world. Specific topics found in
the book include international professional learning for school
leaders from Canada, China, Europe, and Turkey, offering both
theory and practices from the field of school leadership.
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