School leadership and education system reform

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書誌事項

School leadership and education system reform

edited by Peter Earley and Toby Greany

Bloomsbury Academic, 2017

  • : pb

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注記

Bibliography: p. [229]-257

Includes index

内容説明・目次

内容説明

How can school leaders shape organisations that offer consistently high quality, rounded and equitable education in the context of rapid change? How can wider school systems support and encourage all schools to succeed in this way? School Leadership and Education System Reform considers the ways in which school leadership and its practice has changed and developed in response to a rapidly changing educational scenario over the last decade to meet the ever-growing and changing demands of children, policy-makers and other stakeholders and considers future developments. Drawing together leading thinkers and researchers in the field of leadership and management this text takes an international perspective to consider what we know about school leadership and learning, and its practice. Theoretically and conceptually informed, the contributors draw on recent empirical research studies into leadership, learning and system reform to explore the key areas of school leadership and management with specific reference to student, adult and organisational learning. Key topics covered include: * The relationship between leadership and student learning * How leaders foster professional learning and evidence-informed improvement * The changing role and nature of accountability * System leadership and governance in networked systems * The balance between accountability, markets, and networks in 'self-improving' school systems * Emerging challenges and opportunities for leaders, such as the implications of new technologies Essential reading for those on postgraduate courses on leadership and management and those looking to develop their leadership practice, School Leadership and Education System Reform clearly sets out the key issues and provides discussion points and suggests resources to support and guide the reader through the wealth of information.

目次

List of figures List of tables Notes on contributors Foreword (Viviane Robinson, The University of Aukland, New Zealand) Acknowledgments Publisher's note List of abbreviations Introduction (Toby Greany and Peter Earley, Institute of Education, University College London, UK) Part I: System Reform and the Changing Educational Landscape 1. Evidence-Informed Policy and Practice (Kevan Collins and Robbie Coleman, Education Endowment Foundation, UK) 2. Schools as Organizations or Institutions: Defining Core Purposes (Ron Glatter, Open University, UK) 3. Regulation, Governance of Education and the Oversight of Autonomous Schools (Dan Gibton, Tel-Aviv University, Israel) 4: Accountability and Improvement in Self-improving School Systems (Peter Matthews and Melanie Ehren, Institute of Education, University College London, UK) 5. Collaboration, Partnerships and System Leadership across Schools (Toby Greany, Institute of Education, University College London, UK) 6. Leadership to Transform Outcomes in One Deprived Urban Area (Chris Brown, Chris Husbands and David Woods, Institute of Education, University College London, UK) Part II: School Leadership in a Changing Landscape 7. What Makes an Effective School in the 21St Century? ( (David Woods, Institute of Education, University College London, UK, and Rachel Macfarlane, Ilford Ark Academy, UK) 8. Setting Direction: Vision, Values and Culture (Max Coates, Institute of Education, University College London, UK) 9. Conceptions of Leadership and Leading the Learning (Peter Earley, Institute of Education, University College London, UK) 10. Leading Curriculum InnovationI (Toby Greany and Joanne Waterhouse, Institute of Education, University College London, UK) 11. Leading Professional Learning and Development (Vivienne Porritt, Karen Spence Thomas and Carol Taylor, Institute of Education, University College London, UK) 12. Leading for Innovation and Evidence-informed Improvement (Chris Brown, Louise Stoll and David Godfrey, Institute of Education, University College London, UK) 13. Community Collaboration and Partnership in Volatile Times (Kathryn Riley, Institute of Education, University College London, UK) 14. Working with the Community Parents and Students (Trevor Male and Ioanna Palaiologou, Institute of Education, University College London, UK) 15. The Role of School Business Leaders (Elizabeth Wood, Institute of Education, University College London, UK) Part III: New Challenges, Opportunities and Perspectives on Leadership 16. Leadership for Wellbeing (Domini Bingham and Sara Bubb, Institute of Education, University College London, UK) 17. Toxic Leadership, (Ian Craig, Institute of Education, University College London, UK) 18. Leadership, Technology and Learning (Mark Quinn, Chace Community School, Enfield, London, UK) 19. School Networks, Peer Accountability and the Brokerage of Knowledge and Expertise (George Berwick, Institute of Education, University College London, UK, and Challenge Partners, UK and Sue John, Lampton School, UK) 20: Diversity: New Leaders and New Leadership (Karen Edge, Institute of Education, University College London, UK, Sergio Galdames, Pontificia Universidad Catolica de Valparaiso, Chile and Juliet Horton, Institute of Education, University College London, UK) Postscript: The Future of Leadership (Peter Earley and Toby Greany, Institute of Education, University College London, UK) References Index

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