School leadership and education system reform
Author(s)
Bibliographic Information
School leadership and education system reform
Bloomsbury Academic, 2022
2nd ed
- : pbk
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Note
Includes bibliographical references (p. [283]-318) and index
Description and Table of Contents
Description
How can school leaders shape organisations that offer consistently high quality, rounded and equitable education in the context of rapid change? How can wider education systems support and encourage all schools to succeed in this way? What are the challenges and opportunities involved? What can we learn from existing evidence and research?
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 context over the last decade. This new edition is substantially revised and updated, with ten completely new chapters. It includes contributions from a range of leading thinkers and researchers in the field of educational leadership and management. Theoretically and conceptually informed, the contributors draw on recent empirical research studies into leadership, learning and system reform in England and more widely to explore the key issues for contemporary school leadership and management in high-autonomy-high-accountability systems.
New chapters look at:
* System governance and lateral accountability in 'self-improving' school systems
* Leading curriculum development and accelerating progress for disadvantaged children in schools
* Effective deployment of teaching assistants/leadership for inclusion
* School collaboration, partnerships and 'system leadership'
* Securing improvement at scale, across multiple schools and across localities
* New conceptions of leadership, including ethical and invitational leadership
School Leadership and Education System Reform provides accessible but research and theory-informed chapters, each of which includes summaries and suggestions for further reading.
Table of Contents
List of Figures
List of Tables
Notes on Contributors
Foreword, Viviane Robinson (University of Auckland, New Zealand)
Acknowledgments
List of Abbreviations
Introduction, Toby Greany (University of Nottingham, UK) and Peter Earley (UCL Institute of Education, University College London, UK)
Part I: System Reform and the Changing Educational Landscape
1. Evidence-Informed Policy and Practice, Kevan Collins (Education Endowment Foundation, UK) and Robbie Coleman (Education Endowment Foundation, UK)
2. Defining Core Purposes for Schools, Ron Glatter (Open University, UK)
3. School System Governance and the Implications for Schools, Toby Greany (University of Nottingham, UK) and Rob Higham (UCL Institute of Education, University College London, UK)
4: Accountability and Improvement in Self-improving School Systems, Peter Matthews (UCL Institute of Education, University College London, UK) and Melanie Ehren (Free University, Amsterdam, Netherlands)
Part II: School Leadership in a Changing Landscape
5. What Makes an Effective School in the 21st Century?, David Woods (UCL Institute of Education, University College London, UK) and Rachel Macfarlane (Herts for Learning, UK)
6. Establishing Vision, Values and Culture, Max Coates (UCL Institute of Education, University College London, UK)
7. Conceptions of Leadership and Leading the Learning, Peter Earley (UCL Institute of Education, University College London, UK)
8. Leading Curriculum Development, Toby Greany (University of Nottingham, UK)
9. Leading Professional Learning and Development, Karen Spence Thomas (UCL Institute of Education, University College London, UK), Carol Taylor (UCL Institute of Education, University College London, UK) and Vivienne Porritt (WomenEd, UK)
10. Leading for Innovation and Evidence-informed Improvement, Chris Brown (Durham University, UK), Louise Stoll(UCL Institute of Education, University College London, UK) and David Godfrey (UCL Institute of Education, University College London, UK)
11. Leadership for Inclusion, Rob Webster (UCL Institute of Education, University College London, UK)
12. Leadership, Technology and Learning, Mark Quinn (UCL Institute of Education, University College London, UK)
13. Leadership for Wellbeing, Domini Bingham (UCL Institute of Education, University College London, UK) and Sara Bubb (UCL Institute of Education, University College London, UK)
14. Contemporary Challenges in Building Trust and Collaboration between Schools and Communities, Kathryn Riley (UCL Institute of Education, University College London, UK)
15. Working with the Community Parents and Students, Trevor Male (UCL Institute of Education, University College London, UK) and Ioanna Palaiologou (UCL Institute of Education, University College London, UK)
Part III: Leading Between and Across schools
16. Peer Reviews and Lateral Accountability between Schools, David Godfrey (UCL Institute of Education, University College London, UK)
17. Collaboration, Partnerships and System Leadership across Schools, Susan Cousin (UCL Institute of Education, University College London, UK) and Qing Gu (UCL Institute of Education, University College London, UK)
18. Leadership and School Improvement in Multi-Academy Trusts, Toby Greany (University of Nottingham, UK) and Ruth McGinity (UCL Institute of Education, University College London, UK)
19. Accelerating Progress for Disadvantaged Learners in London, Mark Quinn (UCL Institute of Education, University College London, UK) and Karen Spence Thomas (UCL Institute of Education, University College London, UK)
20. Place-based Leadership in Autonomous School Systems, Christine Gilbert (UCL Institute of Education, University College London, UK)
Part IV: New Perspectives on Leadership
21: New Leaders and New Leadership in International School Systems, Karen Edge (UCL Institute of Education, University College London, UK), Sergio Galdames (Pontificia Universidad Catolica de Valparaiso, Chile) and Juliet Horton (UCL Institute of Education, University College London, UK)
22. Toxic Leadership, Ian Craig (UCL Institute of Education, University College London, UK)
23. Ethical Leadership, Rupert Higham (UCL Institute of Education, University College London, UK)
24. Imperfect and Invitational Leadership, Steve Munby (UCL Institute of Education, University College London, UK)
Postscript: The Future of Leadership, Peter Earley (UCL Institute of Education, University College London, UK) and Toby Greany (University of Nottingham, UK)
References
Index
by "Nielsen BookData"
