Extended Schools: A guide to making it work
Co-authored with Dr. Suzanne O'Connell
The extended schools agenda is high profile and yet is very difficult for schools to fulfil. Schools are... more
The extended schools agenda is high profile and yet is very difficult for schools to fulfil. Schools are understandably focused upon the standards agenda. Implementing the Government's wishes to make schools available to parents from 8 am to 6pm 48 weeks a year can be seen as an additional burden. Even where an extended schools coordinator has been appointed they can be 'shared' between so many schools that it makes it difficult to meet the needs of all the schools involved. A patchwork of provision means that there is still great confusion and lack of direction in terms of delivery.
This publication looks at the issue of extended schools from a down-to-earth point of view. It understands the difficulties that schools face and the practical implications of what they're being asked to do. It aims to help school staff by providing a bank of resources and ideas which they can select from in order to make the job of delivering extended provision more manageable. It provides ideas and templates for each of the core offers and considers some of the health and safety issues involved. It provides practical assistance in applying for funding, publicising provision and working with other services. In summary, the book will help schools: · develop understanding of where the concept came from and what extended provision actually means · audit current provision and establish what to do next · find the capacity to develop their provision · utilise the experiences, facilities and resources provided by local services, voluntary groups, clubs and associations · develop the core offer of extended activities · develop the role of the extended schools coordinator · find ways of funding the role · evaluate the effectiveness of provision.
Leadership in Post-Compulsory Education: Inspiring Leaders of the Future
by Jill Jameson
Published Routledge/David Fulton 19/12/2005
Leadership of different kinds exists at many levels in the post-compulsory sector-from principles to programme... more
Leadership of different kinds exists at many levels in the post-compulsory sector-from principles to programme leaders, administrative staff and even caretakers. Based around case studies of current leaders in post-compulsory education, this unique book explores a number of leadership models and styles in order to provide inspiration and guidance for the next wave of potential leaders.
* Captures authentic "voices of the leaders"
* Includes examples of further, adult, community and prison education
* Covers all type of leadership: charismatic leaders, academic leaders, spiritual leaders, women leaders, ethnic leaders, ethnic leaders, business leaders
Presenting a wide and holistic view of leadership at different levels, this book is relevant for all potential and current leaders in post-compulsory education. By encouraging readers to review and reflect on the models described, the book will inspire leaders of the future to develop their own leadership styles and visions.
DownloadWo wären wir ohne die Verrückten? Zur Rolle von Außenseitern in Wissenschaft, Politik und Wirtschaft
co-edited with Camilla Krebsbach-Gnath
Organisation und Führung. Beiträge der Kommission Organisationspädagogik
co-edited with Michael Göhlich, Susanne M. Weber, Christiane Schiersmann
Applied Critical Leadership in Education: Choosing Change
Lorri J. Santamaría is Associate Professor of Multicultural/Multilingual Education and is Co-Director of the Educational Leadership Doctoral Program at California State University, San Marcos and the University of California, San Diego.
Andrés P. Santamaría is Adjunct Professor of Education at California State University, San Marcos, and is Principal of William H. Frazier Elementary School, Fallbrook Union Elementary School District.
"These authors weave theory and practice around the issues of educational inequity and change, thus, creating a remarkable piece of thought-provoking and highly significant work. This book should be read by all who have a vested interest in effective educational leadership, educational change, diversity and equity in public, private, and charter schools."
--Anthony Normore, Associate Professor of Educational Leadership, California State University, Dominguez Hills
"Finally, a book that has identity at the core of one's leadership. Santamaría and Santamaría have pulled together a collection of case studies that will inspire students, practitioners, and scholars to think critically about our own practices and ways in which we all face the challenges of educating in the 21st century."
--Frank Hernandez, Assistant Professor and Director of the Center for Excellence in Urban Teaching, Hamline University
Educational leaders are seeing the increasing need for practical transformative models and theories to address... more Educational leaders are seeing the increasing need for practical transformative models and theories to address academic, cultural, and socio-economic gaps separating learners at all levels of the educational system. Applied Critical Leadership in Education explores a leadership model arising from critical theory and critical pedagogy traditions that transforms status quo educational practices. Providing a range of diverse voices of practicing leaders from prekindergarten through higher education, explicit ties to theory and practice are drawn, making leadership for social justice accessible, feasible, and more practical for aspiring and practicing leaders alike.
Challenges in leading for literacy in schools
by Timothy Moss
Co-authored with Geraldine Castleton and Sally Milbourne. Research book chapter published in Language and Literacy Education in a Challenging World (2011).
Strategic Leadership and Public School Principals
by Scott Eacott
"Published by Verlag Dr Muller, 2009"
This text is meant to serve two purposes. The first is to take stock, assess, and integrate the body of literature on... more This text is meant to serve two purposes. The first is to take stock, assess, and integrate the body of literature on strategic leadership and management in education. As we shall see, the fluctuating interest in the topic has not yielded a particularly orderly, cumulative, or concise set of findings. In fact, the literature on the strategic role of school leaders is immensely diverse in methods and perspectives. The aim of this book is to help the reader navigate and make sense of this profuse domain. The second objective is to go well beyond what is already known and set forth new frameworks, perspectives, testable propositions, and methodological recommendations for the study of strategic leadership and management in education. In places, the ideas are clearly speculative, meant to stimulate debate and systematic testing. This monograph is intended to provide a new platform for theory and research on the strategic role of school leaders, consolidating what is already known, identifying the high priorities for what next needs to be known, and proposing how scholars might fruitfully conduct their inquiries.
School Leadership and Strategy in Managerialist Times
by Scott Eacott
"Published by Sense Publishers, 2011"
This book is dedicated to an analysis and synthesis of research on strategy and school leadership, with the ultimate... more
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 maintaining 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.
Social Network Theory and Educational Change
by Alan Daly
http://www.hepg.org/hep/book/131/SocialNetworkTheoryAndEducationalChan
Or from Amazon:
http://www.amazon.com/Social-Network-Theory-Educational-Change/dp/1934
Available for Order from Harvard Education Press
Description:
Social Network Theory and... more
Available for Order from Harvard Education Press
Description:
Social Network Theory and Educational Change offers a provocative and fascinating exploration of how social networks in schools can impede or facilitate the work of education reform. Drawing on the work of leading scholars, the book comprises a series of studies examining networks among teachers and school leaders, contrasting formal and informal organizational structures, and exploring the mechanisms by which ideas, information, and influence flow from person to person and group to group.
The case studies provided in the book reflect a rich variety of approaches and methodologies, showcasing the range and power of this dynamic new mode of analysis. An introductory chapter places social network theory in context and explains the basic tools and concepts, while a concluding chapter points toward new directions in the field. Taken together, they make a powerful statement: that the success or failure of education reform ultimately is not solely the result of technical plans and blueprints, but of the relational ties that support or constrain the pace, depth, and direction of change. This unique volume provides an invaluable introduction to an emerging and increasingly important field of education research.
Advance Praise
“This book brilliantly shows that the essence of effective educational reform is not to be found in plans, punishments, or performance incentives, but in professional interactions and relationships. A good idea is only worth something if you can spread it around, and this book shows you just how that’s done. Using leading-edge thinking and solid research techniques, it demonstrates in clear and accessible prose why networks are the core means by which change does or doesn’t happen. It should and will be essential reading for all researchers and reformers eager for effective change that will spread and last.”
—Andy Hargreaves, Thomas More Brennan Chair in Education, Lynch School of Education, Boston College
“Alan Daly and his team of scholars are to be commended for bringing social network analysis to bear on pressing issues in education. This powerful new analytic strategy offers a window into the social workings of schools in ways that previous methods have not. The authors in this volume have asked important questions about the role of social networks in school reform, the expansion of teacher professional knowledge, and the diffusion of innovative practices. It will be read with interest by scholars and practitioners alike.”
—Megan Tschannen-Moran, associate professor, The College of William & Mary
“If you’re interested in the rescue of urban school children and wondering why the top-down ‘superhero’ superintendents aren’t having much success with organizational change that stands the test of time, Daly provides many of the answers. This groundbreaking book explores the social networks and relationships that are a critical part of the work in schools, especially those relationships that are meaningful to classroom teachers and principals—the truly heroic people who make a difference in the lives of children on a daily basis . . . A must-read for reformers at all levels.”
—Carl A. Cohn, professor and codirector, Urban Leadership Program, Claremont Graduate University (former superintendent of the Long Beach and San Diego school systems)
Contributors:
Contributors include Stephen P. Borgatti and Brandon Ofem; Cynthia E. Coburn, Linda Choi, and Willow Mata; Allison Atteberry and Anthony S. Bryk; Russell P. Cole and Elliot H. Weinbaum; Nienke M. Moolenaar and Peter Sleegers; Kira J. Baker-Doyle and Susan A. Yoon; James P. Spillane, Kaleen Healey, and Chong Min Kim; William R. Penuel, Kenneth A. Frank, and Ann Krause; Kara Finnigan and Alan J. Daly; Julie M. Hite, Steven J. Hite, Christopher B. Mugimu, and Yusuf Nsubuga; Kenneth A. Frank, Chong Min Kim, and Dale Belman; Jorge Ávila de Lima.
The Leader of OZ - Revealing the 101 secrets of Marvelous leadership for the 21st Century
Co-authored with Dr. Ali Lakhani
Inspired by L. Frank Baum’s enchanting story, "The Wonderful Wizard of Oz", this lighthearted, but not... more Inspired by L. Frank Baum’s enchanting story, "The Wonderful Wizard of Oz", this lighthearted, but not lightweight business parable shows how each one of us can transform a complacent and conflicted workplace to one that embodies inspiration and empowerment. Evaluate your own leadership style using the integrated assessment tool as the 101 secrets are revealed. Along this journey, challenge your brain, heart and nerve to gain wisdom as you create your own new Land of OZ.
The Ultimate FE Leadership and Management Handbook
by Jill Jameson
Co-authored with Professor Ian McNay, published by Continuum 2007
This wonderfully accessible guide will introduce senior and middle managers in FE to practical strategies to encourage... more
This wonderfully accessible guide will introduce senior and middle managers in FE to practical strategies to encourage successful, good quality leadership and management in further education institutions. It will introduce strategic and operational leadership and management theories underlying these strategies, their practical implementation in institutions, and place within further education in the UK. The book will help readers to understand important factors to take into consideration when planning for effective strategic and operational leadership and management of FE institutions. A `how to' guide to some key tasks for leader-managers is outlined to ensure a clear focus is maintained on learners, staff, high quality provision and good standards in leadership and management, while meeting inspectorate and external audit requirements.
More details
Ultimate FE Leadership and Management Handbook
By Jill Jameson and Ian McNay
Published by Continuum, 2007
ISBN 0826490123, 9780826490124
278 pages
Democratic Leadership in Education
by Philip Woods
Published by Sage, London, in 2005.
This book examines what is meant by democratic leadership, and what forms it can take, and shows how it is relevant to... more
This book examines what is meant by democratic leadership, and what forms it can take, and shows how it is relevant to school education and learning. Philip Woods shows how the ideals and theories of democratic leadership can translate into practice, and sets out some of the challenges that democratic leadership poses in the context of contemporary education .
The book challenges many of the assumptions inherent in educational policy and conventional approaches to leadership. It is about understanding and exploring both the idea of democratic leadership and its practical relevance through examples drawn from practice and research.
'Democratic Leadership in Education' is for practitioners and students on professional development and academic courses and is essential reading for all policy-makers, academics and others (such as inspectors) who critically examine leadership and management of educational institutions.
'Every now and then a book is written in the field of leadership that stands out, says something different, is coherent, original and makes us really ponder and think. This is such a book - it will provoke policy-makers, academics, experienced practitioners and advanced students' - Cambridge Journal & Education
For more information visit:
http://www.uk.sagepub.com/books/Book227022
Transforming Education Policy: Shaping a Democratic Future
by Philip Woods
Published by Policy Press, Bristol.
Holistic democracy is the way of the future for organisations in the 21st century. Signs of the potential for a... more
Holistic democracy is the way of the future for organisations in the 21st century. Signs of the potential for a paradigmatic change in how we view and make organisations work are apparent: away from hierarchy, towards democratic forms that enable people to flourish as whole people who are spiritually, socially and ecologically connected. Education is at this heart of the opportunity for change. More and more teachers and school leaders are looking to shape education so it reflects the deeper values that ground their professional aspirations and enables genuine student and community participation. However, to make the most of current trends and opportunities, we need to see the education system differently. This book explains the evidence and the arguments for democratic change in school education policy - at the school, local and national level. It shows how change can emerge through the creative actions of policy-makers, educators, school sponsors and partners, students and others working for holistic reform.
The book:
explains the drivers to democracy: an instrumental drive to use democratic ways of working to make organisations more effective; and intrinsic drives to enhance participation and create opportunities for holistic expression and meaning.
engages with ideas such as localism, the ʻfourth wayʼ and entrepreneurialism, explains how education can embrace democratic entrepreneurialism, and sets out a different way of understanding education - as a democratic self-organising system that takes its energies from the people and the parts of the system.
considers how change can be realised - by working creatively on present conditions in order to generate environments more in line with democratic values and holistic development, and being guided by ideas such as adaptive strategies, embodied change and degrees of democracy.
provides practical illustrations of change in the direction of holistic democracy, including initiatives involving state sector schools in England, as well as international examples.
This book is an essential read for anyone wanting to understand how democracy can embrace participation and the deep, human search for meaning.
For more information visit:
http://www.policypress.co.uk/display.asp?K=9781847427359&sf1=contributor&st1=Philip%20w/2%20A.%20Woods&m=2&dc=2
or
http://freespiritedu.org/page005.html
Formación en liderazgo juvenil para la actoría social en A.L.
Compartimos con este documento la alegría del trabajo conjunto, y de un camino colectivo que hemos
comenzado a... more
Compartimos con este documento la alegría del trabajo conjunto, y de un camino colectivo que hemos
comenzado a transitar con un grupo humano de jóvenes, educadores y líderes sociales. Estas palabras están hechas
con muchas voces, y las ideas surgen de una intrincada madeja multicolor, de un cálido abrazo latinoamericano
que le da sentido y sostén.
Nuestro objetivo es difundir los aprendizajes que hemos logrado identificar en el proceso de trabajo compartido,
que incluyen los hallazgos de cada Programa de Formación en Liderazgo Juvenil para la Actoría
Social pero los trascienden, incluyéndolos en algo más valioso aún: la producción de un sueño común y la
propuesta de un camino.
Camino, itinerario, siempre en reforma, para todos aquellos que como nosotros se encuentren comprometidos
con los jóvenes de nuestro continente y con una identidad Latinoamericana. Identidad cultural
que queremos valorizar no para separarnos de otras identidades sino para, a partir del reencuentro con
nuestras raíces, poder abrirnos a la diversidad, aportando lo que nos es único y recibiendo lo que nos es
necesario.
Cuando soñamos con la construcción de un modelo para la Formación en Liderazgo Juvenil para la Actoría
Social en América Latina, lo hacemos desde este contexto. No se trata de un modelo acabado y pétreo
que da cuenta de todo lo existente y debe ser reproducido con exactitud. Sí se trata de una referencia, de
un conjunto de hallazgos de trabajadores de lo social que quieren ser compartidos para facilitar la tarea de
aquellos que los encuentren necesarios y nutrientes. También se trata de valorizar nuestra producción de
conocimiento desde la práctica y, por sobre todas las cosas, de rescatar la riqueza de pensar en conjunto
con los jóvenes, que tienen mucho para decir sobre sus necesidades y potencialidades.
197 views
Seen by:
Foucault and Educational Leadership: Disciplining the Principal
Published in March 2011 by Routledge.
School principals are increasingly working in an environment of work intensification, high stakes testing,... more
School principals are increasingly working in an environment of work intensification, high stakes testing, accountability pressures and increased managerialism. Rather than searching for the latest leadership fad or best practice model, this book suggests that in order to better understand these pressures, the work of educational leadership requires more sophisticated theorisation of these practices. In so doing, the book draws upon the work of Michel Foucault to provoke new thought into how the principalship is lived and 'disciplined' in ways that produce both contradictions and tensions for school principals. Amidst claims of a shortage of applicants for principal positions in a number of Western countries, what is required are more sophisticated and nuanced tools with which to understand the pressures and constraints that face principals in their work on a daily basis. This book provides a powerful example of theory working through practice to move beyond traditional approaches to school leadership.
Key features of the book:
Provides a well theorised analysis of leadership practices
Acknowledges the messy reality of life for school principals
Provides key insights to the 'real' work that principals undertake every day
Examines the production of principals' subjectivities in education, foregrounding issues of gender and race
Includes the principals' voices through rich interview data.
The book will be of significant interest to principals and those working and researching in educational leadership, including researchers in the field and academics who teach into educational leadership and administration courses. The book will also be of great interest to those working with the ideas of Foucault in education.
Management of Adult Education Organizations in Africa 2011 By Fredrick Muyia Nafukho, Nelson H. Wawire & Penina Mungania Lam. Published by Pearson Education/UNESCO
Management of Adult Education Organizations in Africa is premised upon the notion that Adult Education provided by... more
Management of Adult Education Organizations in Africa is premised upon the notion that Adult Education provided by organizations such as public universities, training colleges, corporate universities, and employers is now considered a mainstream academic discipline in several African countries and its importance in today's knowledge and "ideas" economies is growing steadily. Sound leadership and management are prerequisite to the successful operation of educational organizations. The book relies on African perspectives of managerial leadership to illustrate the urgent need to recognize the important role played by management in the design and successful delivery of adult education programs offered through andragogical learning practices.
This is a unique book which blends the Western ideas of management and leadership with the African ideas without prejudice to universal values, elementary scientific knowledge and other cultures. The book is in a series of books conceived and funded by UNESCO and the Institute for International Cooperation of the German Adult Education Association focusing on African Perspectives on Adult Learning. On the value of the book, Adama Ouane, Director, UNESCO Institute for Life Long Learning noted that in opening new approaches to the leadership and management of adult learning process, the book hopes to meet the managerial leadership needs of governments, non-governmental organizations, civil society organizations in an area of great importance to UNESCO and the community of Nations.
The Ten Chapters in the book focus on the following:
1. Management and diversity
2. Leadership in adult education organizations
3. Management approaches in Africa
4. Human resources development
5. Organizational development and change
6. Ubuntu embedded leadership and organizational learning
7. Planning, implementation and evaluation
8. Time management in an organization
9. Financial management
10. The challenges and opportunities of managing adult education organizations
Leadership Development for Educational Leaders
Co-authored with Sazali Yusoff, Phd. Institut Aminuddin Baki, Ministry of Education, Malaysia. (in press)
The conception that led to the materialization of 'Leadership Development for Educational Leaders' stems from many... more
The conception that led to the materialization of 'Leadership Development for Educational Leaders' stems from many roots. The constant, accelerating change in today’s global competitive environment demands better leadership to be employed in order to provide right courses of direction and action through uncertain and challenging times. Within the educational setting, the need for leaders has always been crucial, and it has become even more urgent in this knowledge-based era.
This book is written as a reference point for educational leaders, scholars, practitioners and other stakeholders interested in knowing and understanding the fundamentals crucial for developing their leadership effectiveness. What we intend to offer is a more potent approach for educational leaders to adopt in enhancing their leadership effectiveness. Far from being prescriptive, our aim in this book is to be explanatory, rather than mere descriptive, yet, illustrative with vivid examples to aid in understanding the contexts of discussion. This corresponds to our view, that leadership is not a simple and uni-dimensional phenomenon and it is even more complex within a socio-organizational domain such as that of an educational organization.
Our rationale of writing this book is closely related to how we envisage the book might be consumed, for this is a book which we hope will be read by all regardless of their orientation and beliefs concerning leadership. The major perspective we adopt in this book regards leadership as a dynamic process involving the leader and his or her followers and other significant determinants. In terms of the way the information in this book is organized both as theoretical background as well as for practical application the primary concern is on the sharing of basic ideas yet with sufficient grounding rather than detailed expositions. Wherever possible, we include some theoretical perspectives as well as insightful notions from great philosophers and thinkers alike, for better understanding of the premises regarding the development of leadership competency laid out in this book.
Although the context of discussion within the perimeter of the book limits the application of our systemic framework within an educational domain, it goes without saying, that it actually has a much wider relevance outside the educational realm. Clearly, in a book of this kind there is a tension between overall coverage and the length and depth of description of particular areas, and inevitably there are shortcomings in both dimensions. Our utmost concern, however, is that 'Leadership Development for Educational Leaders' is a book that everybody would enjoy and understand and find beneficial since it is aimed simultaneously at being a book of high density in meaning, yet, light in reading.
Phd: Development and evaluation of a model of ICT integration in primary education
by Jo Tondeur
Jo Tondeur; Supervisors : Martin Valcke & Johan van braak
The research presented in this dissertation aimed at understanding how computers are being used by primary school... more
The research presented in this dissertation aimed at understanding how computers are being used by primary school teachers and how ICT use is influenced by and related to a number of teacher and school related variables. This research aim embodies the idea that ICT integration should be seen as a specific case in the wider field of school improvement. The school-improvement perspective and findings from each subsequent chapter resulted in the
development of a model of ICT integration in primary education. The model adds to the holistic approach when explaining ICT integration in education because teachers are not considered as completely independent, but sharing their school context. Although ICT integration still seems to depend for a large part on the willingness and attitudes of individual
teachers, an important conclusion arising from our studies is that school-based policies have the potential to become a vehicle to promote ICT integration. In this phd, we especially focused on the iterative construction of a model that
describes and explains ICT integration in class. Although future research is needed to further develop this model, we nevertheless hope that the conclusions presented throughout this dissertation are already helpful for those actively involved in the difficult task of managing the complex process of ICT integration. It must be stressed over and over again that, even
when teachers recognise ICT as a beneficial tool, the integration of computers in daily classroom practice remains a complex and long-term enterprise.
225 views
Seen by:
USING ONLINE TOOLS TO SUPPORT TECHNOLOGY INTEGRATION IN EDUCATION
by Jo Tondeur
Jo Tondeur, Arno Coenders, Johan van Braak, Alfons ten Brummelhuis
This chapter explores the possibilities of online tools to support ICT (Information and Communication Technology)... more
This chapter explores the possibilities of online tools to support ICT (Information and Communication Technology) integration in primary education. Before describing three
valuable tools, a framework will be discussed which gives schools insight into the most important preconditions for successful use of ICT in relation to the selection of a specific tool. Consequently, three specific tools are described: (1) the “Four in Balance” tool measures a school’s current use of ICT, (2) the “ICT-Assessment tool” focuses on teachers’ knowledge and skills and corresponds with the school’s vision on ‘good’ education, and (3) “pICTos”, an online tool that supports the process of ICT planning in schools. These examples illustrate how the tools operate and their many possibilities.
472 views
Seen by:
