The book is very perceptive and links ideas and concepts to the practical reality of schools in an inspiring and imaginative way. This is a 'must read' book for all those involved in developing inspiring leadership in our schools.
Author: Brian Caldwell
If one is concerned with the future of education this book is a must. While it is humbling it is also an inspirational invitation for transformation' - "Florida Journal of Educational Administration & Policy " It is clear that school leadership has had to adapt to the changing educational climate and this has required changes at all levels, as well as shifts in balance. This book addresses these challenges and demonstrates a variety of illustrative examples of how successful these changes can be. This is a useful primer for those studying leadership in schools and some of the associated theories and practice . There are wide and well-considered references across the educational and management lendscape and it provides thought-provoking views on how leadership can be practised'-ESCalate The fact that we know you are watching, Brian, helps all of us both to perform well in the present and to invent a future in which we perform better still I commend Brian's writings to anyone committed to world-class public education' "- Professor Sir Michael Barber, Expert Partner, Global Public Sector Practice, McKinsey and Company, Former Head of Prime Minister's Delivery Unit at 10 Downing Street " In Re-imagining Educational Leadership Brian Caldwell has set an outstanding framework for school leaders and educators to fundamentally rethink schools and school leadership. The book is very perceptive and links ideas and concepts to the practical reality of schools in an inspiring and imaginative way. This is a 'must read' book for all those involved in developing inspiring leadership in our schools. This is a major contribution to the educational literature'" - Professor Brent Davies, Professor of International Leadership Development at the University of Hull " Brian Caldwell has successfully brought together an analysis of past and current practice in leadership but, most significantly, he has outlined key thoughts, ideas and perspectives to inspire leaders in their personal learning journey in the future... This book will become one of the key sources of ideas for leadership in schools over the next few years. It is both accessible and thought provoking while never losing the practical relevance to schools and school leaders. This is a "must read" for all those involved in educational leadership and 21st century schooling' - "International Journal of Educational Management " We do not know the precise form that education will take in different settings in 25 years' time. No-one does. No-one should claim to have this foresight. Leadership is required, however, regardless of the form that education takes. In this book, Brian Caldwell draws on his work on self-managing schools, his most recent work in the UK with the Specialist Schools and Academies Trust, and on evidence from around the world, to describe how leadership is changing the world of education on a scale that can best be described as transformation. Such leadership differs in important ways from what has been expected in the past: it requires a change in role at all levels, and shifts the balance from what is often a dispiriting and discouraging experience to one that is exhilarating. The author's insight and recommendations are essential reading for all school leaders, potential school leaders and policy makers at local and national levels who seek to secure high levels of achievement for all students in all settings. About the author Brian J. Caldwell is Managing Director of Melbourne-based Educational Transformations, and Professorial Fellow at the University of Melbourne where he served as Dean of Education from 1998 to 2004. He is Associate Director-Global of International Networking for Educational Transformation, a project of the London-based Specialist Schools and Academies Trust. Brian is internationally known as an expert in educational leadership. Awards include the Gold Medal of the Australian Council of Educational Leaders, the Hedley Beare Educator of the Year Award (Victoria), and the College Medal (Australia) of the Australian College of Educators.
Combining theoretical insight, empirical commentary and practical experience, this book examines how democratic political systems work and how public decisions are made - and how they could be made better.
Author: Barry Quirk
Publisher: Macmillan International Higher Education
Category: Political Science
In an age of austerity, public leaders and managers face a range of external challenges - fiscal, social and political. Combining theoretical insight, empirical commentary and practical experience, this book examines how democratic political systems work and how public decisions are made - and how they could be made better.
... The introduction to this book is titled “ Re - Imagining Educational Leadership :
New Perspectives and Contextual Considerations in the Field . ” It is a title that is
particularly appropriate for the book and for the field of educational leadership .
Author: Sonya Douglass Horsford
Publisher: Peter Lang
New Perspectives in Educational Leadership examines educational administration and leadership within the complex social, political, and community contexts that inform and influence the work of today's educational leaders. With particular attention to the implications and larger contexts of shifting demographics, high-stakes accountability, and globalization on schools and society in the twenty-first century, this volume seeks to advance lines of inquiry presented in other areas of education research, that have yet to be fully explored or imagined in the field of educational leadership. This unique blend of empirical, theoretical, and conceptual research by both established and emerging scholars in the field directly acknowledges and addresses the demands of leading increasingly diverse and complex school communities. Topics include: the social and cultural dynamics of leadership, reflective practice, politics of equity and adequacy, critical servant leadership, and the possibilities of transformative leadership within these dynamic educational contexts. As a primary or supplementary text in educational administration, leadership, and foundations courses, New Perspectives in Educational Leadership provides a much-needed complement to the traditional topics of instructional leadership and education management given the expanding and increasingly complex conditions that face educational administrators and school leaders today.
This book explores ways in which posthumanist and new materialist thinking can be put to work in order to reimagine higher education pedagogy, practice and research.
Author: Carol A. Taylor
This book explores ways in which posthumanist and new materialist thinking can be put to work in order to reimagine higher education pedagogy, practice and research. The editors and contributors illuminate how we can move the thinking and doing of higher education out of the humanist cul-de-sac of individualism, binarism and colonialism and away from anthropocentric modes of performative rationality. Based in a reconceptualization of ontology, epistemology and ethics which shifts attention away from the human towards the vitality of matter and the nonhuman, posthumanist and new materialist approaches pose a profound challenge to higher education. In engaging with the theoretical twists and turns of various posthumanisms and new materialisms, this book offers new, experimental and creative ways for academics, practitioners and researchers to do higher education differently. This ground-breaking edited collection will appeal to students and scholars of posthumanism and new materialism, as well as those looking to conceptualize higher education as other than performative practice.
This book is an arresting interdisciplinary publication on Christian education, comprising works by leading scholars, professionals and practitioners from around the globe.
Author: Johannes M. Luetz
This book is an arresting interdisciplinary publication on Christian education, comprising works by leading scholars, professionals and practitioners from around the globe. It focuses on the integrated approaches to Christian education that are both theoretically sound and practically beneficial, and identifies innovative pedagogical methods and tools that have been field-tested and practice-approved. It discusses topics such as exploring programmes and courses through different lenses; learning challenges and opportunities within organisational management; theology of business; Christian models of teaching in different contexts; job preparedness; developing different interpretive or meaning-making frameworks for working with social justice, people with disability, non-profit community organisations and in developing country contexts. It offers graduate students, teachers, school administrators, organisational leaders, theologians, researchers and education practitioners a fresh and inspiring reimagining of Christian education perspectives and practices and the ramifications of their application to life-long learning.
Strategic leadership, resource management and effective school reform. Journal
of Educational Administration, 36(5), 445-461. Caldwell, B. J. (2006). Re- imagining educational leadership. Camberwell: Australian Council for
Author: Scott Eacott
Publisher: Springer Science & Business Media
This book is dedicated to an analysis and synthesis of research on strategy and school leadership, with the ultimate goal of suggesting a new research programme. Each chapter takes up this challenge through different means, resulting in an overview of the construct of strategy within the practice of school leadership. It is hoped that each of these chapters encourages students, practitioners and scholars to continue to investigate this important topic and to undertake the methodological challenges set out to advance our understanding of strategy and school leadership in managerialist times. Despite maintain a primarily scholarly focus – as such a focus is exceedingly important for the advancement of any domain of inquiry – it is also recognised that many of the ideas discussed have profound practical significance for schools and those who lead and manage them. The arguments in this book, particularly those in the latter chapters seek to expand the horizons of scholarship and understanding on the topic of strategy and school leadership. Although this should not be interpreted as a prescriptive call for how further inquiry should be undertaken, it is but one voice in the conversation. The reviews, studies, analysis and proposed research programme of this book argue that the strategies of school leaders are of considerable theoretical and practical importance to schools, the governance of schooling and the behaviour and performance of schools. While this book offers a blueprint for further inquiry, it remains for the reader to accept the challenge. Doing so will enable important new insights into strategy and school leadership.
The book argues that academics, academic developers and academic leaders need to undertake curriculum work in their institutions that has the potential to disrupt common sense notions about curriculum and create spaces for engagement with ...
Author: Lynn Quinn
Publisher: AFRICAN SUN MeDIA
The book argues that academics, academic developers and academic leaders need to undertake curriculum work in their institutions that has the potential to disrupt common sense notions about curriculum and create spaces for engagement with scholarly concepts and theories, to re‑imagine curricula for the changing times. Now, more than ever in the history of higher education, curriculum practices and processes need to be shared; the findings of research undertaken on curriculum need to be disseminated to inform curriculum work. We hope the book will enable readers to look beyond their contextual difficulties and constraints, to find spaces where they can dream, and begin to implement, innovative and creative solutions to what may seem like intractable challenges or difficulties.
Hence, the book that started as a dossier also carries an insight into the COVID time challenges that REVA University faced undauntingly.
Author: P Shyama Raju, PhD
The objective of publishing this dossier is to ensure that we have a guideline in place as a part of our Post-COVID readiness for the University to function. The guideline has been prepared bearing in mind the fact that if the situations that we live in grow adverse or remain unviable, REVA is future-ready and prepared to face any challenge. Hence, the book that started as a dossier, also carries an insight into the COVID time challenges that REVA University faced undauntingly. The REVA team worked almost magically, covering the syllabus, extended remote support, with consistent and planned remote instruction, online support for counselling and also online assessments and evaluation leading to results being released timely. The book traverses through the last few months chronicling each stage of the University during these difficult times, in the form of captured images, anecdotes, student testimonials and also detailed notes for deeper understanding of the process in most sections. Placement, skill development, employment engagement programmes, webinars, international conferences, training and support for faculty, guest talks were all part of this tapestry of revolutionary educ
This volume surveys the new global landscape for democratic civic education.
Author: Bradley A. Levinson
Publisher: Rowman & Littlefield
Category: Social Science
This volume surveys the new global landscape for democratic civic education. Rooted in qualitative researc, the contributors explore the many ways that notions of democracy and citizenship have been implemented in recent education policy, curriculum, and classroom practice around the world. From Indonesia to the Spokane Reservation and El Salvador to Estonia, these chapters reveal a striking diversity of approaches to political socialization in varying cultural and institutional contexts. By bringing to bear the methodological, conceptual and theoretical perspectives of qualitative research, this book adds important new voices to one of education's most critical debates; how to form democratic citizens in a changing world.
This book will be a pragmatic guide to academics, researchers and practitioners in the fields of workplace learning, human resource development, social policy and diversity.
Author: Domini Bingham
Category: Business & Economics
We are all going to become old. Many countries are ageing demographically with ageing workforces. Despite anti-discrimination and equality laws, older workers are routinely left out from learning opportunities even unconsciously so, suffer stereotyping or they simply do not participate. Why is this so? This book looks to understand the background to this and re-imagine older workplaces to capitalise on older workers. The author explores what learning and development offers a best fit for older workforces through literature, research and case studies with organisations and individuals. She considers how an organisation might shift its strategic processes to offer a holistic workforce opportunity of value to both employee and employer, as it is cognitive skills that will be needed in future workforces. Emphasising the area of work agency and the human right to learning, this book turns ageing and learning in workplaces on its head, seeing older workers as vessels of untapped potential. It re-imagines their possibilities in a time of intense demographic and digital change. This book will be a pragmatic guide to academics, researchers and practitioners in the fields of workplace learning, human resource development, social policy and diversity.
Each theme is addressed in the selection of papers included in this book edited by Andrew B. Morris.
Author: Andrew B. Morris
Publisher: Andrews UK Limited
The first annual Conference of the National Centre for Christian Education at Liverpool Hope University, held in July 2012, was advertised as: “ a multi conference exploring the opportunities and dilemmas facing Christian education and educationalists at a time of significant social and demographic change when the certainties of the 1944 settlement are fast disappearing … contributing to the debate about effective strategies for the enhancement of Christian education, and what it might offer the diverse, pluralistic society of 21st century England, with its current predominantly materialistic and instrumental perspective on the purposes of education.” It attracted delegates from across the world and contributions from distinguished educational practitioners, theorists and administrators. Four main themes emerged from the papers accepted for inclusion in the Conference: the politics of Christian educational provision; vocation and Christian leadership, the formation of teachers as Christian educators; and Christian pedagogy and school effectiveness. Each theme is addressed in the selection of papers included in this book edited by Andrew B. Morris.
The aim of the PAR project was to engage principals in meaningful professional learning opportunities that supported their growth and development as school and community leaders by participating in an Equity Centered Professional Learning ...
Author: Karling Aguilera-Fort
Category: Educational leadership
The aim of the PAR project was to engage principals in meaningful professional learning opportunities that supported their growth and development as school and community leaders by participating in an Equity Centered Professional Learning Community (EC-PLC). Through the use of a participatory action research (PAR) methodology that involved six school principals as co-practitioner researchers, the study examined how the principals and superintendent designed a generative professional development and growth plan based on the values, beliefs, and personal experiences of the principals. Through the intentional and purposeful implementation of community learning exchange pedagogies, principals were able to identify the essential values that connect them to each other and that guide their actions as instructional and community leaders for equity. As a result, the participatory action research shifted the paradigm of evaluating and coaching school leaders using a technical process to a process that takes into account the personal and professional dimensions of the role of school leaders. Two key findings are a result of the PAR: (1) The leaders collectively recognized and came to depend on the importance of leadership as coming home; (2) The EC-PLC conversations emphasized the centrality of each leader's moral compass as a way of staying the course. In this process, the leaders identified home as a geographical and psychological place in which la familia is broader concept of inclusiveness of all families as one comunidad. Secondly, they reinforced their commitment as community leaders who had a personal and moral responsibility as school leaders who were servant leaders. While the findings are with a small group of principals, the processes we used to create a professional experience have wider applicability.
Author: David M. Callejo PerezPublish On: 2013-10-30
In the development of this book, we have explored how reforms in American higher education are impacting the role of universities and their faculty.
Author: David M. Callejo Perez
Publisher: Springer Science & Business Media
Understanding the entrepreneurial nature of universities—in particular, the relationship between education and health in relation to development and wellness of communities—this volume provides a description/narration of the efforts in how universities can address their shifting contexts while engaging their communities in social change. In the development of this book, we have explored how reforms in American higher education are impacting the role of universities and their faculty. Contributors were asked to imagine possibilities for research and outreach by providing salient examples of how higher education can lead and change how we view the role of health and education within institutions and society. Each author writes across common themes that address the problems and possibilities of higher education curriculum and projects aligned with the mission of stewardship. The authors highlight interdisciplinary approaches and projects for faculty work, modification of the Teaching-Research-Service expectations, and community initiatives that can emerge from real-life problems (to impact wellbeing) and create rich and deep research possibilities for practitioners to impact both higher education and society. The process and research approaches used by the authors include imagining the community as part of a process of the change and part of what changes, exploring how community change can build on the strengths of local people, and why community organization and advocacy should revolve around social learning and community capacity theories. Given the diversity of topics and approaches, as editors we have tried to honour both the authors’ words and style in expressing their opinions to provide a forum for the readers to envision stewardship.
This book features a diverse set of perspectives all focused towards questioning the role schools actually play in society and, more importantly, the role they could potentially play.
Author: Anthony Montgomery
Category: Social Science
This book features a diverse set of perspectives all focused towards questioning the role schools actually play in society and, more importantly, the role they could potentially play. Containing papers presented at the 1st International Conference on Reimagining Schooling which took place in Thessaloniki, Greece, June 2013, bringing together international and multi-disciplinary perspectives on the future of education and schools. Combines diverse specialties analyzing schools as organizations and questions the purpose of schools. The book explores the current purpose of schooling and debates what roles and values young people currently learn from schooling. It examines such issues as the impact of Neoliberalism, the pursuit of the socially just school, and imagining contemporary schools beyond their consumerist mentality. Tackling development in the growing economic and social crisis in Europe, and offering transformative analysis of the psychology and decision-making involved for innovating teaching, learning, socio-economic and policy contexts. In addition, the book shows different ways young people can be creatively involved in reimagining schooling. It also details both innovative and radical ideas that currently exist about school transformation such as building learning partnerships for all and creating synergies across formal and informal settings of learning. Raising important questions for the future of the relationship between teacher and pupil and positive and pro-active behavior. There is a growing realization that schools fail to accommodate diverse types of learning and that their purpose is not simply about education. Featuring academics and practitioners from many different disciplines, this book boldly questions the values that currently permeate school walls and suggests ways that schooling itself can be made better.
Author: U. S. Department U.S. Department of EducationPublish On: 2016-06-06
The National Education Technology Plan (NETP) sets a national vision and plan for learning enabled by technology through building on the work of leading education researchers; district, school, and higher education leaders; classroom ...
Author: U. S. Department U.S. Department of Education
The National Education Technology Plan (NETP) sets a national vision and plan for learning enabled by technology through building on the work of leading education researchers; district, school, and higher education leaders; classroom teachers; developers; entrepreneurs; and nonprofit organizations. The principles and examples provided in this document align to the Activities to Support the Effective Use of Technology (Title IV A) of Every Student Succeeds Act as authorized by Congress in December 2015.
Rezach's findings illuminate the merging of her participants ' spiritual selves into
their leadership practice . The results of her study are another empirical example
of how Dantley's ( 2003 ) “ reimagining educational leadership through ...