Instructional Leadership To The Fore Research And Evidence
Download Instructional Leadership To The Fore Research And Evidence full books in PDF, epub, and Kindle. Read online free Instructional Leadership To The Fore Research And Evidence ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
| Author | : Donnie Adams |
| Publisher | : University of Malaya Press |
| Total Pages | : 98 |
| Release | : 2019-03-15 |
| Genre | : Education |
| ISBN | : 9674881026 |
This book, which is part of the Institute of Educational Leadership (IEL), University of Malaya book publication series, is written to help students better understand their research in Instructional Leadership. The first objective is to provide access and visibility on past dissertations and thesis research done in Instructional Leadership at IEL to the public and other Higher Education Institutions, local and international. The second objective is to provide fast facts and information on postgraduate students and their dissertations and thesis. This will save precious time of having to search for each dissertation and thesis. The structure of the book is based on the students’ interest and need. The original full text of these dissertations and thesis can be accessed through the QR code provided at the end of each chapter. Future postgraduate students interested in Instructional Leadership will also find this book useful. The book highlights what sort of research was done before, what kind of research is expected, a background literature on Instructional Leadership and finally how can they craft a successful research proposal to Graduate on Time.
| Author | : Tony Bush |
| Publisher | : Routledge |
| Total Pages | : 241 |
| Release | : 2021-11-29 |
| Genre | : Education |
| ISBN | : 1000473651 |
This new book provides a comprehensive overview of school leadership in Malaysia, at a time when effective leadership is widely recognised to be an essential component of successful schools. It is also timely because leadership is regarded as a vital element in the Government’s ambitious educational reform agenda. The book is edited by a world leader in this field and includes contributors with deeply embedded understanding of the Malaysian schools’ context, based on engagement with policy, practice and research. The book addresses major aspects of school leadership, including instructional and distributed leadership, the role of the principal, the work of senior and middle leaders, professional learning communities, leadership and student outcomes, and leadership preparation. This book is essential reading for postgraduate students and researchers interested in educational leadership and management, and school reform, in an Asian context. It is also recommended for school leaders wishing to engage with policy, practice and research.
| Author | : Linda C. Tillman |
| Publisher | : Routledge |
| Total Pages | : 773 |
| Release | : 2013-08-21 |
| Genre | : Education |
| ISBN | : 113512843X |
The rapid growth of diversity within U.S. schooling and the heightened attention to the lack of equity in student achievement, school completion, and postsecondary attendance has made equity and diversity two of the principle issues in education, educational leadership, and educational leadership research. The Handbook of Research on Educational Leadership for Equity and Diversity is the first research-based handbook that comprehensively addresses the broad diversity in U.S. schools by race, ethnicity, culture, language, gender, disability, sexual identity, and class. The Handbook both highly values the critically important strengths and assets that diversity brings to the United States and its schools, yet at the same time candidly critiques the destructive deficit thinking, biases, and prejudices that undermine school success for many groups of students. Well-known chapter authors explore diversity and related inequities in schools and the achievement problems these issues present to school leaders. Each chapter reviews theoretical and empirical evidence of these inequities and provides research-based recommendations for practice and for future research. Celebrating the broad diversity in U.S. schools, the Handbook of Research on Educational Leadership for Equity and Diversity critiques the inequities connected to that diversity, and provides evidence-based practices to promote student success for all children.
| Author | : Deborah M. Netolicky |
| Publisher | : Routledge |
| Total Pages | : 215 |
| Release | : 2021-09-01 |
| Genre | : Education |
| ISBN | : 1000423344 |
This book offers provocations for what’s now and what’s next in educational leadership, simultaneously bringing the field both back to its basics—of equity, democracy, humanity, and education for all—and forward to productive, innovative, and necessary possibilities. Written during the pandemic reality of 2020, this collection shares the global voices and expertise of prominent and emerging leaders, scholars, and practitioners in education from the UK, the United States, South America, Canada, Europe, Australia, and the Middle East. The authors engage with the complexities and uncertainties of leading in education. They examine research, reflections, and real stories from which school leaders, education system leaders, policymakers, and researchers in the field of educational leadership, can learn, and in which they will find honesty, authority, and inspiration to guide the future of the field. The new perspectives and hopeful alternatives presented in this outstanding book are essential to researchers, school leaders, and policymakers, and are key to advancing education into positive and democratic futures.
| Author | : Petros Pashiardis |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 217 |
| Release | : 2013-09-30 |
| Genre | : Education |
| ISBN | : 9400772904 |
This book deals with effective school leadership and its essential role in improving the efficiency and equity of schooling. It provides school leaders with instruments and processes to examine the big picture of leadership as the key intermediary between the classroom, the individual school and its community, and the educational system as a whole. By doing so, it increases school leaders’ level of awareness with regards to systemic leadership. Furthermore, the book shows how organizational arrangements for schools have changed significantly over time and how school leaders have become involved in matters within and beyond their school’s borders. The book’s comparison of countries makes clear that, while school context and system-level differences have varying implications for the exercise of school leadership across countries, a number of global trends have impacted on schools across many countries around the world. In line with these changes, the roles and responsibilities of school leaders have expanded and intensified. Moreover, through the examination of school leaders’ epistemological beliefs, the book investigates the relationship between these beliefs and the exercise of school leadership.
| Author | : Jean B. Crockett |
| Publisher | : Routledge |
| Total Pages | : 397 |
| Release | : 2012-05-31 |
| Genre | : Education |
| ISBN | : 1136869697 |
This book brings together for the first time research informing leadership practice in special education from preschool through transition into post-secondary settings. It provides comprehensive coverage of 1) disability policy 2) leadership knowledge, 3) school reform, and 4) effective educational leadership practices. Broader in scope than previous books, it provides in-depth analysis by prominent scholars from across the disciplines of both general and special education leadership. Coverage includes historical roots, policy and legal perspectives, and content supporting collaborative and instructional leadership that support the administration of special education. Comprehensive – This is the first book to integrate the knowledge bases of special education and educational leadership as these fields impact school improvement and the performance of students with disabilities. Chapter Structure – Chapters provide a review of the knowledge base as well as recommendations for special education leadership and future research. Multicultural Focus – Addressing special education leadership within the context of a multicultural society, chapters incorporate content related to the diversity of families, teachers, and students. Expertise – Chapter authors have made significant contributions to the knowledge base in their specific areas of study such as educational policy, special education law and finance, school reform,, organizational management, and instructional leadership. This book is a reference volume for scholars, leaders, and policy makers and a textbook for graduate courses in special education, educational administration, and policy studies.
| Author | : Alma Harris |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 254 |
| Release | : 2009-03-17 |
| Genre | : Education |
| ISBN | : 1402097379 |
Alma Harris The ?eld of school leadership is currently preoccupied with the idea of distributed leadership. Few ideas, it seems, have provoked as much attention, debate and c- troversy. Whatever your position on distributed leadership, and you cannot fail to have one, it is irrefutable that distributed leadership has become the leadership idea of the moment. Yet, it is an idea that can be traced back as far as the mid 20s and possibly earlier. So why the interest? Part of the answer can be found in a move away from theorizing and empirical enquiry focused on the single leader. This shift has undoubtedly been fuelled by structural changes, within schools and across school systems that have resulted in - ternative models or forms of leadership practice. Evidence highlights how those - cupying formal leadership positions are increasingly recognizing the limitations of existing structural arrangements to secure organizational growth and transformation (Fullan et al. , 2007; Harris et al. , 2008; Chapman et al. , 2008). As a consequence, many heads and principals are actively restructuring, realigning and redesigning leadership practice in their school (Harris, 2008). While the terminology to describe such changes varies, the core principle is one of extending or sharing leadership practice. While scholars have long argued for the need to move beyond those at the top of organizations in order to examine leadership (Barnard, 1968; Katz and Kahn, 1966) until relatively recently, much of the school leadership literature has tended tofocusupontheheadortheprincipal.
| Author | : Frances K. Kochan |
| Publisher | : IAP |
| Total Pages | : 271 |
| Release | : 2021-01-01 |
| Genre | : Education |
| ISBN | : 1648022383 |
There is a large body of research that supports the reality that school leaders make a significant contribution to the success of schools and the students in them. Additionally, there is strong agreement among and between researchers and state and national educational leadership associations that educational leadership preparation and development should be created and implemented within university/school partnerships. Although institutions engage in forming university/school partnerships for varied reasons, research on the extent to which these partnerships exist; their organizational structures and processes; their implementation and effectiveness; and elements that foster and hinder their success is limited. Perhaps more importantly, there is not a widely accepted, research-based model of such partnerships that practitioners and researchers can use to guide the development and assessment of these partnership endeavors and upon which they can conduct effective research. This book seeks to fill these gaps. It presents the purposes, processes, practices and outcomes of eleven university/school partnerships focused on school leadership preparation and/or development. Each chapter presents an overview of the partnership, elements that fostered and hindered partnership success, and lessons learned. The book concludes with a chapter that summarizes findings across all chapters and presents a school/university partnership model that can be used by those interested in forming, improving or researching similar partnership endeavors. There are no similar resources available in the field. Thus, this book makes an important contribution to the literature and to the world of practice and research. Praise for Partnerships for Leadership Preparation and Development: Facilitators, Barriers and Models for Change: "Kochan, Reames and Griggs bring together the latest research and eleven case examples of university-practice partnerships for school leadership preparation and development. The volume provides keen insights into practices that can make or break an effective partnership, making it a valuable resource for those seeking to develop new partnerships, to enhance existing ones, and to engage in research on this topic. For those in the throes of redesign or leadership program improvement, it is an essential read." Michelle D. Young, Professor and Dean, Loyola Marymount University UCEA Executive Director Emeritus "Partnerships for Leadership Preparation and Development is destined to become an indispensable “go-to” resource for educators who are contemplating or already engaged in school-university partnerships. Rich details are provided about a variety of partnerships operating for aspiring and practicing schools administrators, with special attention to preparing and developing underserved populations for educational leadership roles. The book not only captures the realities of these collaborative efforts, but also provides a roadmap for anticipating the important relational, organizational, and operational processes required for partnership success." Bruce Barnett, Professor Educational Leadership and Policy Studies University of Texas at San Antonio
| Author | : Shawn Edward Moynihan |
| Publisher | : Library and Archives Canada = Bibliothèque et Archives Canada |
| Total Pages | : 304 |
| Release | : 2005 |
| Genre | : Action research in education |
| ISBN | : 9780494027486 |
School administrators are exhorted to be instructional leaders. However, instructional leadership is a role that is very difficult to enact, given the many managerial demands of the school administrator's job. Action research is one strategy that shows promise in helping school administrators reconcile the manager/instructional leader tension inherent in their jobs. Despite its promise, a review of the literature demonstrates that principal action research has seldom been examined. Data gathered from interviews, the focus group, and the reports indicated that school administrators in the project felt that participation in action research positively impacted them in a variety of ways. The data indicated very few negative perceptions regarding action research. In particular, participants felt that the action research process positively impacted their instructional leadership. Furthermore, data suggested that principals engaged in "team action research" (i.e., inquiries that are carried out with the assistance of peer(s), within or outside of the school) felt that the process fostered the development of a professional learning community that positively impacted the principals and the district as a whole. The study suggests several avenues for further inquiry, notably a longitudinal study that would examine the duration of action research's perceived benefits and an examination of principal action research in the context of a large, urban school district. This qualitative study examined the impact of action research on school administrators. The context for the study was a district sponsored action research project in a predominantly rural, mid-sized Ontario school district. School administrators volunteered to participate in the project, held during the 2003--2004 school year. Participants received training in the action research process and could conduct their inquiries individually or with peers. Participants were expected to write about their inquiries, completing brief written reports of three to six pages. For the study, data were gathered from three sources: eight interviews with school administrators who participated in the project, a focus group session with eleven principals who conducted team action research, and the six reports completed by the project's participants. King's conceptualization (2002) of principal instructional leadership was used as a framework to analyze data. An inductive approach was used to uncover emerging themes not addressed by King's framework. Data were triangulated to ensure trustworthiness.
| Author | : Julie E. Owen |
| Publisher | : John Wiley & Sons |
| Total Pages | : 120 |
| Release | : 2015-02-25 |
| Genre | : Education |
| ISBN | : 1119073138 |
Critically examine the intersections of learning and leadership. Using L. Dee Fink's taxonomy of signicant learning as a scaffold, experts in leadership education explain connections between emerging scholarship of teaching and learning and current trends in leadership, how to develop a more complex understanding of the levers of leadership learning, the environments that promote meaningful and measurable leadership learning, and the evidence behind such a practice. This volume examines: the role of leadership educator, the roles of authenticity (being true to one’s self) and criticality in education (interrogating beliefs and questioning power dynamics), select learning theories and their implications for leadership learning, and strategies for constructing leadership-related learning outcomes and assessing leadership learning. The Jossey-Bass quarterly report series New Directions for Student Leadership explores leadership concepts and pedagogical topics of interest to high school and college leadership educators. Issues are grounded in scholarship and feature practical applications and best practices in youth and adult leadership education.
