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This volume explores how educational policy is changing as a result
of neoliberal restructuring and how these issues affect educators'
practice. Evidence-based chapters present a sharp analysis of
neoliberal education policy while also offering suggestions and
recommendations for future action to bring about change consistent
with more robust understandings of democracy. Covering issues
relating to historical context, philosophical assumptions, policy
implementation, accountability, teacher professionalism and
standardization, Confronting Educational Policy in Neoliberal Times
critically engages the ways micro- and macro- neoliberal politics
shapes the purposes and implementation of schooling.
This volume explores how educational policy is changing as a result
of neoliberal restructuring and how these issues affect educators'
practice. Evidence-based chapters present a sharp analysis of
neoliberal education policy while also offering suggestions and
recommendations for future action to bring about change consistent
with more robust understandings of democracy. Covering issues
relating to historical context, philosophical assumptions, policy
implementation, accountability, teacher professionalism and
standardization, Confronting Educational Policy in Neoliberal Times
critically engages the ways micro- and macro- neoliberal politics
shapes the purposes and implementation of schooling.
Challenging the theory of induction in teacher education, this book
proposes a knowledge-building framework based on the critical
rationalism of philosopher of science, Karl Popper. The Objective
Knowledge Growth Framework developed in this book is designed to be
an effective critical analysis framework for empowering teachers
and schools to build and share professional knowledge. This book is
essential reading for educational scholars, researchers,
professionals, policymakers, and all those interested in exploring
the application of Popperian philosophy to the field of education
and re-envisioning educational practice.
Challenging the theory of induction in teacher education, this book
proposes a knowledge-building framework based on the critical
rationalism of philosopher of science, Karl Popper. The Objective
Knowledge Growth Framework developed in this book is designed to be
an effective critical analysis framework for empowering teachers
and schools to build and share professional knowledge. This book is
essential reading for educational scholars, researchers,
professionals, policymakers, and all those interested in exploring
the application of Popperian philosophy to the field of education
and re-envisioning educational practice.
The increased focus on raising standards in education requires
leaders to engage in complex decision-making, related to the
assessment of teachers, meeting mandated accountability measures,
and collecting and using large amounts of data. Showcasing
exemplary practices of school and district administrators,
Decision-Making in Educational Leadership covers issues concerning
the role of emotion, ethical and legal ramifications, the use of
data, and complexity in decision-making. Chapter authors in this
research-based volume explore what administrators and school
leaders actually know about educational problems, how they draw
upon and revise theories of action for responding to problems, and
which theories are tenable in educational decision-making. This
important resource provides a broad and international perspective
on effective models and methods of educational decision-making and
shares valuable knowledge about how theory can be translated into
practice in a variety of school settings.
The increased focus on raising standards in education requires
leaders to engage in complex decision-making, related to the
assessment of teachers, meeting mandated accountability measures,
and collecting and using large amounts of data. Showcasing
exemplary practices of school and district administrators,
Decision-Making in Educational Leadership covers issues concerning
the role of emotion, ethical and legal ramifications, the use of
data, and complexity in decision-making. Chapter authors in this
research-based volume explore what administrators and school
leaders actually know about educational problems, how they draw
upon and revise theories of action for responding to problems, and
which theories are tenable in educational decision-making. This
important resource provides a broad and international perspective
on effective models and methods of educational decision-making and
shares valuable knowledge about how theory can be translated into
practice in a variety of school settings.
The best leaders lead by example, not by mandate. However, so much
leadership has become conscripted by neoliberal values. Educators
and politicians, who are increasingly making policy for educators,
have come to believe that standardized test scores are the same as
knowledge acquired, as if test scores actually measure knowledge as
opposed to information. Simply put, educational policy is no longer
being developed for educational purposes but education is
increasingly being manipulated as an experiment in social
engineering. Educational leaders are caught on the horns of a
dilemma - to follow and inscribe policies they do not agree with or
to "go rogue" and do what they know is needed. Leading under
Pressure is aptly titled, as there is significant pressure being
placed on school leaders at any stage in their careers. However, in
an otherwise increasingly hostile political, commercial and natural
environment, there are some rays of hope. For example, teachers
still know what it is that their students need and strive to
provide that, despite mandates that try to create consumers of us
all. This volume is divided into three sections, the first of which
seeks to explore social contexts of educational leadership. The
second section explores the experiences of a variety of educational
leaders in various contexts, while the third section of this volume
looks at some of the consequences, unintended and otherwise, of the
neoliberal commodification of education.
Understanding Decision-Making in Educational Contexts presents
'problem cases' confronting school leaders in real settings, and
illustrates the multiple approaches that school leaders draw upon
to navigate complex and challenging decision-making contexts.
Although school leaders draw upon knowledge and instruments that
are available to them, the approach used for this volume is
decidedly Popperian in nature. In this collection, each chapter
presents a case study problem, a discussion of the salient concepts
and principles of the case, an exploration of problem formulation,
and concludes with a decision analysis using a Popperian approach
to problem solving. Each chapter concludes with lessons learned and
the expected decision-making skills acquired from the critical
analysis of each educational challenge using the Objective
Knowledge Growth Framework, a Popperian decision-making approach.
This book is essential reading for anyone who aspires to take on a
leadership role in a school setting, or is curious to develop their
understanding of leadership problems.
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