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Strengthening the Connections Between Leadership and Learning : Challenges to Policy, School and Classroom Practice.

By: MacBeath, John E. C.
Contributor(s): Dempster, Neil | Frost, David | Johnson, Greer | Swaffield, Sue.
Material type: TextTextPublisher: Milton : Routledge, 2018Copyright date: ©2018Edition: 1st ed.Description: 1 online resource (174 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9781351165303.Subject(s): Leadership-Moral and ethical aspectsGenre/Form: Electronic books.Additional physical formats: Print version:: Strengthening the Connections Between Leadership and Learning : Challenges to Policy, School and Classroom PracticeDDC classification: 379 LOC classification: LC71Online resources: Click here to view book
Contents:
Cover -- Half-Title -- Title -- Copyright -- Contents -- List of illustrations -- Acknowledgements -- Introduction -- 1 The policy challenge -- Eight policy consequences -- Productive failure -- From dutiful compliance to rule breaking -- The policy dilemma space -- Conclusion -- References -- 2 The backdrop to policy reform -- Global policy trends and the policy dilemma space -- The global policy backdrop and flirtation with managerialism -- Global policy effects in Carpe Vitam Project countries -- Change without improvement -- Conclusion -- References -- 3 Leadership for learning -- Millennium change -- The Carpe Vitam Leadership for Learning Project -- Leadership for Learning: Principles for practice -- A challenge to policy -- Conclusion -- References -- 4 Professional integrity -- Moral purpose -- Professional integrity -- Test-driven narrowness versus a broad education -- The rights of the child, moral purpose, and professional integrity -- Social justice dimensions as a further test for professional integrity in education -- Testing integrity questions for school leaders implementing projects and programs -- Two illustrative international Leadership for Learning cases -- A final word on critical friendship -- Conclusion -- References -- 5 Leadership as practice -- Towards understanding leadership as practice -- The leader-practitioner -- Leadership as a set of practices -- Summary -- Leadership in the flow of practice -- Summary -- Vignette 1 -- Vignette 2 -- Conclusion -- References -- 6 Thinking differently about learning and teaching -- Case study: The Learning School -- What we have learnt -- Modes of knowing and being -- Storyline: Telling and creating stories -- Conclusion -- References -- 7 Enhancing teacher professionality -- Teacher quality, effectiveness, and standards.
Professionalism, professionality, and professional identity -- What counts as knowledge -- Case 1: The Teacher Leader Fellowship in Florida -- Case 2: The HertsCam Network approach to teacher leadership -- Individual and collective agency in enhancing professionalism -- Conclusion -- References -- 8 Challenging policy, school, and classroom practice -- What we have argued in this book -- The four fields of endeavour - key points -- Continuing the struggle -- Inherited intelligence or hard work? -- Autonomy and the dark side -- The inertia of change -- Conclusion -- References -- Index.
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Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
LC71 (Browse shelf) https://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=5311558 Available EBC5311558

Cover -- Half-Title -- Title -- Copyright -- Contents -- List of illustrations -- Acknowledgements -- Introduction -- 1 The policy challenge -- Eight policy consequences -- Productive failure -- From dutiful compliance to rule breaking -- The policy dilemma space -- Conclusion -- References -- 2 The backdrop to policy reform -- Global policy trends and the policy dilemma space -- The global policy backdrop and flirtation with managerialism -- Global policy effects in Carpe Vitam Project countries -- Change without improvement -- Conclusion -- References -- 3 Leadership for learning -- Millennium change -- The Carpe Vitam Leadership for Learning Project -- Leadership for Learning: Principles for practice -- A challenge to policy -- Conclusion -- References -- 4 Professional integrity -- Moral purpose -- Professional integrity -- Test-driven narrowness versus a broad education -- The rights of the child, moral purpose, and professional integrity -- Social justice dimensions as a further test for professional integrity in education -- Testing integrity questions for school leaders implementing projects and programs -- Two illustrative international Leadership for Learning cases -- A final word on critical friendship -- Conclusion -- References -- 5 Leadership as practice -- Towards understanding leadership as practice -- The leader-practitioner -- Leadership as a set of practices -- Summary -- Leadership in the flow of practice -- Summary -- Vignette 1 -- Vignette 2 -- Conclusion -- References -- 6 Thinking differently about learning and teaching -- Case study: The Learning School -- What we have learnt -- Modes of knowing and being -- Storyline: Telling and creating stories -- Conclusion -- References -- 7 Enhancing teacher professionality -- Teacher quality, effectiveness, and standards.

Professionalism, professionality, and professional identity -- What counts as knowledge -- Case 1: The Teacher Leader Fellowship in Florida -- Case 2: The HertsCam Network approach to teacher leadership -- Individual and collective agency in enhancing professionalism -- Conclusion -- References -- 8 Challenging policy, school, and classroom practice -- What we have argued in this book -- The four fields of endeavour - key points -- Continuing the struggle -- Inherited intelligence or hard work? -- Autonomy and the dark side -- The inertia of change -- Conclusion -- References -- Index.

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Author notes provided by Syndetics

<p> John MacBeath is Emeritus Professor at the University of Cambridge, UK, co-founder of Leadership for Learning: the Cambridge Network, and Fellow of Hughes Hall.</p> <p> Neil Dempster is Emeritus Professor at Griffith University and former Dean of the Griffith University Faculty of Education, Australia.</p> <p> David Frost was a member of the Faculty of Education, University of Cambridge, UK, for 20 years. He was one of the co-founders of Leadership for Learning: the Cambridge Network and the founder of the HertsCam Network.</p> <p> Greer Johnson is Director of the Griffith Institute for Educational Research at Griffith University, Australia, and was previously a member of the Australian team on the Leadership for Learning Project.</p> <p> Sue Swaffield teaches and researches in educational leadership and school improvement at the Faculty of Education, University of Cambridge, UK. Sue is a co-founder of Leadership for Learning: the Cambridge Network.</p>

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