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…mehr
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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Toby Greany is Professor of Education and Convenor of the Centre for Research in Educational Leadership and Management at the University of Nottingham, UK. Peter Earley is Professor of Education Leadership and Management in the UCL Centre for Educational Leadership, IOE, UCL's Faculty of Education and Society, University College London, UK.
Inhaltsangabe
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
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
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