Bücher der Reihe Studies in Educational Leadership

This book addresses the critical gaps among understandings of teacher leadership across organizational and cultural contexts. It challenges the use of the term teacher leadership as if there is a widely shared understanding of what it is and what it means for exercising influence and making decisions. The book describes how implicit meanings and competing assumptions about teacher leadership may contribute to uncertainty and confusion in school communities. The authors caution against the incorporation of teacher leadership in international policy making discussions without adequate consideration of contextual, organizational, historical, and cultural differences that may lead to school community members struggling to accommodate the concept or, worse, ignoring other frameworks for facilitating more culturally appropriate decision making.This book shares the findings of research conducted in several North American, European, African, Latin-American, and Australasian contexts as part of the International Study of Teacher Leadership. Study findings are used to posit contextualized conceptualizations of teacher leadership and to offer a perspective for positioning researchers and practitioners in the international teacher leadership discourse.

Consequently, principals struggle to bring about change, to build trust in order to cultivate a transformative leadership agenda, while several aspects of systemic structures and processes emerge as constraints on leadership capacity building.

Based on an empirical study that linked higher education leadership to an aspect of midlife known as generativity, this book discusses the nature, antecedents, and support of generativity in the career paths of female higher education leaders in midlife.

This book provides a compelling description of the nature and characteristics of wisdom-led leadership. It not only includes a detailed description of what is meant by wisdom-led leadership but also it describes how wisdom-led leadership can be developed.

The change in paradigm in our field is away from the great man or woman theory of leadership and the teacher in his or her own classroom to the development of learning communities which value differences and support critical reflection. This book describes the areas of problem-based learning (PBL) and organizational learning (OL).

This book explores the challenges that school administrators face in ethnically diverse contexts. This volume is the first of its kind to specifically target school administrators and ethnic diversity. It will be of interest to school administrators, prospective administrators, teachers, graduate students, and academics.

While considerable evidence indicates that school leaders are able to make important contributions to the success of their students, much less is known about how such contributions are made.

It invites the reader to engage with two related questions of contemporary concern in the leadership field: "What can we learn about the important influence of different contexts on leadership practice and how are people brought together as collective human agents in different patterns of distributive leadership?"

This book provides a unique map of the focus and directions of contemporary research on school leadership since 2000 in 24 countries.

It invites the reader to engage with two related questions of contemporary concern in the leadership field: "What can we learn about the important influence of different contexts on leadership practice and how are people brought together as collective human agents in different patterns of distributive leadership?"

While considerable evidence indicates that school leaders are able to make important contributions to the success of their students, much less is known about how such contributions are made.

This book provides a unique map of the focus and directions of contemporary research on school leadership since 2000 in 24 countries.

This book explores to what extent transnational influences change national/local values and practices in the Nordic educational systems.

"Although standards-based reform emerged in the United States and the United Kingdom, the idea has spread across the world, as an approach to systemic reform.

The authors call for boundary-breaking assessment that reflects clear understandings of the purposes of assessment, a balance of assessment creativity and realism, the ability to detect solutions for assessment challenges, and the capacity to question and imagine assessment alternatives.

This pioneering account of a longitudinal study of successful school principals in five nations over five years will be required reading for educationalists. It contains fresh insights that take our understanding of effective school leadership to a new level.

Contributors to this volume examine structures and processes that school boards have in place directly relating to the process of principal or vice-principal succession.

This book contributes significantly to our understanding of successful school leaders by describing similarities and differences in the work of such leaders in countries ranging from England to Australia, the United States to Norway, and Sweden to Hong Kong.

This unique collation of material on data-driven decisions made in schools includes contributions from several countries to provide an informed perspective on effective policy and practice, and includes analysis of the interplay between the two.

The authors call for boundary-breaking assessment that reflects clear understandings of the purposes of assessment, a balance of assessment creativity and realism, the ability to detect solutions for assessment challenges, and the capacity to question and imagine assessment alternatives.

This book offers cutting edge thinking on effective leadership processes. The book is intended to stimulate the thinking of every educator who aspires to influence decision-making and to provide direction to their school, district or institution.

School District Leadership Matters challenges policy makers, administrators, and academics in the field of educational leadership to reassess their traditional approaches to learning, working, and planning.

Alma Harris The ?eld of school leadership is currently preoccupied with the idea of distributed leadership. Whatever your position on distributed leadership, and you cannot fail to have one, it is irrefutable that distributed leadership has become the leadership idea of the moment.

This pioneering account of a longitudinal study of successful school principals in five nations over five years will be required reading for educationalists. It contains fresh insights that take our understanding of effective school leadership to a new level.

Contributors to this volume examine structures and processes that school boards have in place directly relating to the process of principal or vice-principal succession.

This book explores the latest trends in school leadership from both theoretical and practical perspectives. Each chapter provides insight into an aspect of current research, with detailed case studies coming from as far afield as Hong Kong and Canada.

This book offers cross-national comparisons and generalizations about leadership qualities and practices that result in successful schools. It compares policies and practices in the U.S. with six other countries and includes theories and case study examples.

As the demands on school management teams become ever more complex, this volume offers a fresh and expansive view on the challenges to be met in developing a leadership career. It includes contributions from a diverse range of respected commentators.

This book contributes significantly to our understanding of successful school leaders by describing similarities and differences in the work of such leaders in countries ranging from England to Australia, the United States to Norway, and Sweden to Hong Kong.