Beschreibung
InhaltsangabePart One.- PREFACE.- 1. Leadership and learning: paradox, paradigms and principles; John MacBeath and Tony Townsend.- SECTION 1: MAJOR THEMES IN LEADERSHIP FOR LEARNING: AN INTERNATIONAL PERSPECTIVE.- 2. U.S. Cultural History: Visible and Invisible Influences on Leader-ship for Learning; Ira Bogotch.- 3. Leadership for Learning in Canada; Larry Sackney.- 4. Leadership for Learning in Latin America; Beatrice Avalos.- 5. Trans-national and local conditions and expectations on school leaders; Lejf Moos.- 6. Leadership for Learning in the UK; Jim O'Brien.- 7. Leadership and Learning: Making Connections Down Under; Neil Dempster.- 8. Leadership for Learning in the Middle East; Thuwayba Al-Bawani.- SECTION 2: THEORETICAL AND CONTEXTUAL FRAMEWORKS FOR LEADERSHIP FOR LEARNING.- 9. Researching Leadership: Towards a new Paradigm; Daniel Muijs.- 10. A Multi Faceted Perspective on Leadership for Learning: A Case Study of Morocco; Abdelkader Ezzaki.- 11. Leadership for Learning: Research Findings and Frontiers from Down Under; Neil Dempster, Greg Robson and Mike Gaffney.- 12. A Developmental Framework for Instructional Leadership; Ulrich C. Reitzug and Deborah L. West.- SECTION 3: SYSTEM AND POLICY ISSUES ON LEADERSHIP FOR LEARNING.- 13. Quality and Accountability: policy tensions for Australian school leaders; Sue Thomas and Louise Watson.- 14. Leadership for Learning in China: The Political and Policy Context; Qian Haiyan and Allan Walker.- 15. Transforming Singapore Schools -The Economic Imperative, Government Policy and School Principalship; Clive Dimmock and Jonathan Goh.- 16. Internal and External Accountability: Building Evidence-Informed Leadership Capacity at all System Levels; John Burger, Anna Nadirova, Jim Brandon, Bob Garneau and Chris Gonnet.- 17. Developing Leaders, Building Networks, Changing Schools through System Leadership; Wilfried Schley and Michael Schratz.- 18. School leadership in Chile: Breaking the Inertia; José Weinstein, Gonzalo Muñoz and Dagmar Raczynski.- 19. School Leadership in the UK: A Policy Perspective; Jim O'Brien.- SECTION 4: EDUCATING SCHOOL LEADERS FOR LEADERSHIP FOR LEARNING.- 20. Lessons About Improving Leadership on A Large Scale: From Ontario's Leadership Strategy; Kenneth Leithwood, Steven Reid, Laurie Pedwell, and Marg Connor.- 21. Leadership for learning: educating educational leaders; Christine Forde.- 22. Leadership Learning that Makes a Difference in Schools: Pushing the Frontier at the University of Maine; Richard H. Ackerman, Gordon A. Donaldson, Sarah V. Mackenzie and George F. Marnik.- 23. Educating leaders for learning in schools in Kenya: The need for a re-conceptualisation; Julius O. Jwan and Charles O. Ong'ondo.- 24. Leadership for Learning in Malaysian Schools; Tie Fatt Hee.- 25. Developing school principals in South Africa; Inbanathan Naicker.- 26. Preparing School Leaders for a Changing World: Lessons from Zimbabwe; Chrispen Chiome.- SECTION 5: IMPLEMENTING LEADERSHIP FOR LEARNING: THE ROLE OF THE SCHOOL LEADER.- 27. Collaborative Leadership and School Improvement: Understanding the Impact on School Capacity and Student Learning; Phil Hallinger and Ronald Heck.- 28. Culturally Relevant Leadership for the Enhancement of Teaching and Learning in Urban Schools; Carlos R. McCray and Floyd D. Beachum.- 29. Expanding Learning-focused Leadership in US Urban Schools; Bradley S. Portin and Michael S. Knapp.- 30. The Nordic superintendents' leadership roles: cross national comparisons; Olof Johansson, Lejf Moos, Elisabet Nihlfors, Jan Paulssen and Mik Risku.- 31. Successful leadership for improved student learning in high needs schools: U.S. perspectives from the International Successful School Principalship Project (ISSPP); Stephen Jacobson and Lauri Joh
Inhaltsverzeichnis
Part One.- PREFACE.- 1. Leadership and learning: paradox, paradigms and principles; John MacBeath and Tony Townsend.- SECTION 1: MAJOR THEMES IN LEADERSHIP FOR LEARNING: AN INTERNATIONAL PERSPECTIVE.- 2. U.S. Cultural History: Visible and Invisible Influences on Leader-ship for Learning; Ira Bogotch.- 3. Leadership for Learning in Canada; Larry Sackney.- 4. Leadership for Learning in Latin America; Beatrice Avalos.- 5. Trans-national and local conditions and expectations on school leaders; Lejf Moos.- 6. Leadership for Learning in the UK; Jim Oa¿¿Brien.- 7. Leadership and Learning: Making Connections Down Under; Neil Dempster.- 8. Leadership for Learning in the Middle East; Thuwayba Al-Bawani.- SECTION 2: THEORETICAL AND CONTEXTUAL FRAMEWORKS FOR LEADERSHIP FOR LEARNING.- 9. Researching Leadership: Towards a new Paradigm; Daniel Muijs.- 10. A Multi Faceted Perspective on Leadership for Learning: A Case Study of Morocco; Abdelkader Ezzaki.- 11. Leadership for Learning: Research Findings and Frontiers from Down Under; Neil Dempster, Greg Robson and Mike Gaffney.- 12. A Developmental Framework for Instructional Leadership; Ulrich C. Reitzug and Deborah L. West.- SECTION 3: SYSTEM AND POLICY ISSUES ON LEADERSHIP FOR LEARNING.- 13. Quality and Accountability: policy tensions for Australian school leaders; Sue Thomas and Louise Watson.- 14. Leadership for Learning in China: The Political and Policy Context; Qian Haiyan and Allan Walker.- 15. Transforming Singapore Schools -The Economic Imperative, Government Policy and School Principalship; Clive Dimmock and Jonathan Goh.- 16. Internal and External Accountability: Building Evidence-Informed Leadership Capacity at all System Levels; John Burger, Anna Nadirova, Jim Brandon, Bob Garneau and Chris Gonnet.- 17. Developing Leaders, Building Networks, Changing Schools through System Leadership; Wilfried Schley and Michael Schratz.- 18. School leadership in Chile: Breaking the Inertia; Jose Weinstein, Gonzalo Munoz and Dagmar Raczynski.- 19. School Leadership in the UK: A Policy Perspective; Jim Oa¿¿Brien.- SECTION 4: EDUCATING SCHOOL LEADERS FOR LEADERSHIP FOR LEARNING.- 20. Lessons About Improving Leadership on A Large Scale: From Ontarioa¿¿s Leadership Strategy; Kenneth Leithwood, Steven Reid, Laurie Pedwell, and Marg Connor.- 21. Leadership for learning: educating educational leaders; Christine Forde.- 22. Leadership Learning that Makes a Difference in Schools: Pushing the Frontier at the University of Maine; Richard H. Ackerman, Gordon A. Donaldson, Sarah V. Mackenzie and George F. Marnik.- 23. Educating leaders for learning in schools in Kenya: The need for a re-conceptualisation; Julius O. Jwan and Charles O. Onga¿¿ondo.- 24. Leadership for Learning in Malaysian Schools; Tie Fatt Hee.- 25. Developing school principals in South Africa; Inbanathan Naicker.- 26. Preparing School Leaders for a Changing World: Lessons from Zimbabwe; Chrispen Chiome.- SECTION 5: IMPLEMENTING LEADERSHIP FOR LEARNING: THE ROLE OF THE SCHOOL LEADER.- 27. Collaborative Leadership and School Improvement: Understanding the Impact on School Capacity and Student Learning; Phil Hallinger and Ronald Heck.- 28. Culturally Relevant Leadership for the Enhancement of Teaching and Learning in Urban Schools; Carlos R. McCray and Floyd D. Beachum.- 29. Expanding Learning-focused Leadership in US Urban Schools; Bradley S. Portin and Michael S. Knapp.- 30. The Nordic superintendentsa¿¿ leadership roles: cross national comparisons; Olof Johansson, Lejf Moos, Elisabet Nihlfors, Jan Paulssen and Mik Risku.- 31. Successful leadership for improved student learning in high needs schools: U.S. perspectives from the International Successful School Principalship Project (ISSPP); Stephen Jacobson and Lauri Johnson.- 32. Improving and supporting principalsa¿¿ leadership in Latin America; Denise Vaillant.- SECTION 6: CHANGING HEARTS AND MINDS: BUILDING LEADERSHIP FOR LEARNING IN CURRENT SCHOOL LEADERS.- 33. The Succes ...
Autorenporträt
Tony Townsend commenced as Professor and Chair of Public Service, Educational Leadership and Management at the University of Glasgow in January 2009. Prior to that he spent five years as Professor and Chair of the Department of Educational Leadership in the College of Education at Florida Atlantic University and more than 20 years in the Faculty of Education at Monash University in Australia. From 1987 to 1996, Regional Director of the International Community Education As-sociation's Pacific Region He has been President of the Australian Association for Community Education (1986) the International Congress for School Effectiveness and Improvement (1999-2001) and the International Council on Education for Teaching (2003-2006). He has been the Myron and Margaret Winegarden visiting professor at the University of Michigan (2002-03) and visiting professor in Pretoria (2006) and Durban (2008), South Africa; Saskatoon, Canada (2000); Macau (2006); and Malaysia (2007-2010). In May 2005 he was the Australian Council for Educational Leaders' Travelling Scholar. He has published extensively in the areas of leadership, school effectiveness, school improvement community education and development, in Australia, Europe and North America. His recent books include: - The Elusive What and the Problematic How: The Essential Leadership Questions for School Leaders and Educational Re-searchers, (2008), Sense, (edited with Ira Bogotch) - Teacher Education in Times of Change: Globalization, Standards and Professionalism (2007), Springer, (edited with Richard Bates) - The International Handbook of School Effectiveness and Improvement (2007), Springer, (Edited) John MacBeath is Professor Emeritus at the University of Cam-bridge where he has held the Chair of Educational Leadership since 2000. He is currently is Project Director for the Commonwealth Centre in Education. From 1997 to 2001 he was a member of the Tony Blair's Task Force on Standards and from 1997 to 1999 Scotland's Action Group on Standards. In 1997 he received the OBE for services to education. International consultancies have included OECD, UNESCO and ILO (International Labour Organisation), the Bertelsmann Foundation, the European Commission and an EU working party on European indicators. In 2006 he assumed the Presidency of the International Congress on School Effectiveness and Improvement. In June 2008 he received an honorary doctorate from the University of Edinburgh. Since 1997 he has been a consultant to the Hong Kong Education Bureau on school self evaluation, external school review and on implementation of the new 3-3-4 reform.
