共查询到20条相似文献，搜索用时 31 毫秒
1.
Dora Ho 《Peabody Journal of Education》2013,88(2):253-266
Western frameworks for school improvement, including the stakeholder model and the model of decentralized leadership, have recently been promoted as solutions for school improvement. Using early childhood education in Hong Kong as an illustrative case, this article focuses on the power and authority of leadership in school decision making. The interview data collected from the two case study schools reveal a paradox of power in leadership that is characterized by tensions between centralization and decentralization in the change process, where decentralization is advocated by policymakers but traditional hierarchical cultures remain. The relationship between the leaders and school stakeholders incorporates a concept of harmony that functions to defuse the potential power struggle embedded in decision making. 相似文献
2.
The need for innovation in the Spanish educational system has become more evident in the wake of the last PISA reports. To find our own way to achieve better schools we must take advantage of what schools that managed to sustain changes over time have learnt from such a process. This paper reports on findings from an inquiry that tried to shed light on the knowledge embedded in the practices of schools commended by external advisers as they had institutionalized a recognisable dynamic of changes. In order to meet this goal, five primary, four secondary and one special education school—most of them in challenging contexts—from two different regions in Spain were studied by means of ethnographic methodologies. The results described in this paper depict the main levers for improvement shared by these schools. Important support for change processes was found in the narratives deployed about the disadvantaged context surrounding the schools and the high value of teaching in these circumstances. On the other hand, the leadership that supported the change dynamics was clearly distributed and the leaders used diverse power sources in order to tackle changing contexts. Other key factors that apparently facilitated the sustainability of change were the priority given to supportive school climates; organizational cultures that encouraged teachers to take risks and essay new ways of teaching; and the practice of innovation by adopting an emergent, unplanned, free-flowing pattern. These findings are discussed in the light of common issues of the recent school improvement literature such as: sustainability, organizational knowledge and learning, communities of practice and building capacity to change. 相似文献
3.
This study examines the features of school leadership as it evolved in an upper secondary school attempting to enhance school improvement through a dedicated team of developmental leaders. We study the team leadership’s tools and design over one school year and report on the evolution of a collective approach to leadership for school improvement. Researchers in a formative intervention research project supported the change process. Cultural-historical activity theory and a set of new technologies inspired the intervention design. The study describes how conceptions and practices of leadership gradually emerged as a collective and distributed approach to leading educational change and school improvement. In particular, new tools and designs for school team leadership were explored and implemented. The study addresses the need to develop shared and collaborative conceptions of leadership in schools. The study concludes that careful planning and skilful orchestration of human, cultural and technological resources are needed in order to make sustainable improvements in schools. 相似文献
4.
5.
Daniel Muijs Alma Harris Christopher Chapman Louise Stoll Jennifer Russ 《School Effectiveness & School Improvement》2013,24(2):149-175
Schools in difficult and challenging circumstances have received increasing policy and to some extent research attention in recent years. Improving schools in these circumstances is likely to prove a difficult process. This literature review has attempted to collect research on improving schools in these areas. Themes emerging from the literature include: a focus on teaching and learning, leadership, creating an information-rich environment, creating a positive school culture, building a learning community, continuous professional development, involving parents, external support and resources. The crucial issue of sustaining improvement is also discussed. 相似文献
6.
Brahm Fleisch Pam Christie ? 《Discourse: Studies in the Cultural Politics of Education》2004,25(1):95-112
This article comments on leadership within mainstream literature on school effectiveness/improvement, where it is almost always considered to be a factor of change. The article argues that systemic school improvement, particularly for disadvantaged children, is inextricably linked to wider social, economic and political conditions—in South Africa’s case, the political transition from apartheid to democratic government. These structural conditions and specific historical contexts are often glossed over in models of school effectiveness/improvement. Through an analysis of dysfunctional and resilient schools as a legacy of apartheid, and of the slow reconstruction of education in the post‐apartheid period, the article argues for the importance of political legitimacy and authority in school improvement. The article concludes by suggesting that states in transition require a different theoretical lens in order to understand the impact of wider social changes on schools. In such societies, the establishment of legitimacy and authority is a precondition for sustainable effectiveness and improvement, and this has implications for theorising the role of leadership in school change more generally. 相似文献
7.
According to Hargreaves and Fink (The seven principles of sustainable leadership, 2003; Sustainable leadership, 2006), sustainable
leadership matters, spreads and lasts, and is fundamental to enduring and widespread school improvement. This observation
is especially germane to the context of leading small primary schools in rural locations, where challenges encountered by
principals in engaging with the complexities of continuous improvement are often accentuated. This article looks at the applicability
of certain aspects of sustainable leadership to the circumstances surrounding small rural schools. First, reasons are given
for devoting attention to the specific context of leadership in small rural primary schools, especially in Australia. The
article then examines the distinctive challenges encountered by principals of small rural schools that appear to compound
the difficulties of pursuing sustainable leadership. The next section draws from a Queensland study (Clarke and Stevens, Small
schools leadership study. Leading and teaching in small schools: confronting contextual complexity in work practices, 2004)
that has generated vignettes depicting the complexity of novice teaching principals’ work in rural environments. Taking cognizance
of Hargreaves and Fink’s analysis of sustainable leadership, selections from these vignettes are used to sharpen understandings
of ways in which sustainable leadership plays out in this context and the factors that either promote or impede its development. 相似文献
8.
Michael Fullan 《Teachers and Teaching》2013,19(3):409-419
Knowledge building is a critical capacity for all organizations, and especially for schools and school systems. Schools, however, are historically weak at knowledge sharing within and across schools. The present paper draws on school systems and successful business to identify what knowledge sharing looks like in successful organizations. It also focuses on what kind of school and district leadership is needed in leading change-oriented organizations. Six core capacities are identified in moral purpose, understanding the process of change, relationship building, knowledge management, and coherence making. Finally, the question of sustainability is taken up by identifying four conditions under which sustainable leadership could be developed. 相似文献
9.
Alma Harris Kenneth Leithwood Christopher Day Pam Sammons David Hopkins 《Journal of Educational Change》2007,8(4):337-347
This article explores the relationship between distributed leadership and organizational change. It draws upon the existing
literature to consider whether distributed forms of leadership influence development and change in schools. The article examines
the research base relating to distributed leadership and organizational outcomes. It focuses on how different patterns or
configurations of distributed leadership contribute to organizational development. The article concludes by highlighting issues
that require further study and more empirical confirmation.
This article is based on a literature review commissioned by the Department for Education and Skills as part of a research
project currently being undertaken by Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Leadership
and student outcomes’ and Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Successful school leadership:
What it is and how it influences pupil learning’. London, DFES. 相似文献
10.
This paper presents how some Australian schools are changing their approaches to leading the teaching and learning in their diverse and multi-characteristic contexts. Experiences of these schools shows that the development of a school wide approach to pedagogy and its implementation needs to be firmly embedded in the leadership of learning. Drawing on recent research conducted in the Sydney Catholic Education Office system in Australia (Crowther et al. in Leading and Managing 18(2):1–33, 2012) there is evidence of relationship between the development and implementation of a school wide approach to pedagogy and student achievement. There is also evidence to support leadership that is based on a mutualistic relationship between teacher leaders and the principal. This paper focuses on the way schools have used their visions and pedagogical frameworks to enhance whole of school quality outcomes. It highlights the power of teacher leaders taking responsibility for pedagogical development and implementation. In addition, it illustrates the power of mutualistic relationships (parallel leadership) when the principal takes responsibility for unleashing and trusting the creative expertise of teacher leaders in line with the role of strategic leadership and management. 相似文献
11.
Research suggests that high-quality school improvement planning reflective of the school’s needs and objectives is central to a principal’s success in leading a school. Some American scholars contend that successfully planned and executed “quick wins” are critically important to launching high-level organizational change processes necessary to turn around low-performing schools. Yet, lack of research suggests that the concept of quick wins may be built more on assumptions than evidence. In this study, we evaluate formal quick wins as planned by school principals participating in a turnaround leadership program in the United States. Our results suggest that principals struggle to develop high-quality quick wins despite their relative simplicity as an improvement planning starting point, especially in comparison with the development of traditional annual improvement or development plans. Finally, we consider the implications of these results in relation to traditional school improvement planning, especially in response to low-performing school contexts. 相似文献
12.
Steinunn Helga Lárusdóttir 《Irish Educational Studies》2017,36(4):423-438
This article reports on a small-scale collaborative research study on middle leadership (ML) in Iceland and Ireland. It explores the ML role using the theoretical lens of distributed leadership (DL). The majority of DL studies to date examine leadership as an organisational resource that can be cultivated and utilised to serve school improvement. This research, however, situates the teacher at the core of DL and commences a discourse on how MLs experience their leadership practice from a DL perspective. The empirical investigation is based on semi-structured focus group interviews across the range of schools in both education contexts. The findings indicate a disconnect between DL theory as outlined in the literature and ML practice as currently experienced in Ireland and Iceland. While a form of DL exists in both contexts, this is strictly at the gift of the Principal rather than a reciprocal relationship with teachers in relation to leading school activities. The findings also signal a need for a proactive approach in School Leadership Preparation Programmes and in Initial Teacher Education to facilitate school leaders and teachers in understanding and adopting a distributed mindset. 相似文献
13.
This research paper is about the role of the principal in enabling teacher leadership for pedagogical innovations and school
improvement studied in two Innovative Designs for Enhancing Achievements in Schools (IDEAS) schools in Singapore and Australia
over a 3-year period from 2005 to 2007. The research reported is based on the developing relationship between principals and
teacher leaders as they collaboratively engage in a process of whole school improvement. Both case study schools used the
IDEAS school improvement program which originates from the Leadership Research Institute, University of Southern Queensland.
The cases trace the facilitation of the IDEAS process in each school and highlights the centrality of teacher leadership in
bringing about change in school-wide pedagogy and a process of school re-culturing. It underlines the fact that principals
need to support the enabling of leadership among teachers by giving them the space, time and responsibility to make decisions
about curriculum work and ensuring that these are aligned with new organizational structures and processes. The paper discusses
how the schools were different and yet similar in many ways between the two countries, Singapore and Australia, with regard
to the nature of the enabling processes for organizational revitalization and school capacity building. It draws out some
implications for school leadership and school improvement. 相似文献
14.
ABSTRACT This article focuses upon differential strategies for school development and improvement. It argues that much school improvement work has placed an emphasis upon systemic change and has neglected to consider the extent to which schools have different capacities for change and development. We suggest in this article that different improvement strategies and types of intervention are needed for schools at different stages of growth. Our position is based upon a substantial body of school improvement research which has demonstrated the importance of differential strategies for schools at various developmental stages. We hope that this article will stimulate further discussion, debate and enquiry about the importance of differential approaches to school improvement. 相似文献
15.
Kathryn A. Riley 《British Educational Research Journal》2013,39(2):266-286
School leaders in highly disadvantaged urban communities across the globe walk a tightrope, caught between the needs of communities and the requirements of national policies. This article aims to enrich our understanding of the potential of school–community relationships. It examines the policy discourse on urban schools and the practice of community leadership. The policy context is one of UK and international concerns about divisions in society and the rise of political extremism: concerns which, in the UK, have led to a policy focus on community cohesion. The article offers a conceptual framework—a theory of action—as a possible road map for school leaders to manage through this complex and evolving arena of policy and practice. The template— developed through earlier work on urban schools—is underpinned by a focus on trust (as the lubricant to link communities together) and social capital (as a way of harnessing the ‘social energy’ of communities for positive good). The template is tested against the leadership of two school principals in challenging contexts in London and Greater Manchester. The author concludes that there is potential for schools to create space for the voices of the marginalised and disenfranchised to be heard. This analysis will resonate with school leaders serving disadvantaged communities in many international contexts and signals a new departure for leadership. 相似文献
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17.
Erwin Katewa 《Africa Education Review》2019,16(2):69-89
This article uses the lens of self-leadership to understand the leadership practice of school principals in the Kavango region of Namibia. Self-leadership emphasises the focus on leading the self to enhance one's leadership in the organisation. Self-leadership will always function with other leadership styles; hence, the article uses instructional and distributed leadership styles to understand the possibility of principals having an influence on the improvement of academic quality in schools. This article explores how six secondary school principals in the Kavango region have employed self-leadership styles to improve and sustain the performance of learners. The study adopted a qualitative method that examined the selfleadership of the six school principals in the Kavango region. The data were collected from the six principals and two teachers of each school by using semi-structured interviews. The findings showed that school principals unknowingly employ self-leadership in their schools and in the process use distributed leadership together with instructional leadership to collaborate and share their leadership with teachers. 相似文献
18.
Umiati Jawas 《School Leadership & Management》2017,37(5):500-519
Empirical studies have shown that although leadership shares similar practices across East and West, some practices have inherently distinguished socio cultural characteristics. Understanding these characteristics is important in Asian contexts since socio-cultures are a major power in determining the success or failure of a change process. This study sought to explore and identify local leadership practices influenced by socio-cultural factors through in-depth interviews with principals and teachers from six different senior secondary schools in Malang Regency, Indonesia. Key local practices were identified: monitoring learning hours, improving the welfare of teachers, focusing on students’ character building, encouraging students’ participation in extracurricular programmes, increasing standards, and building partnership with stakeholders. Although some of the practices are similar to those recognised by empirical studies done in Western school context, others reflect local leadership practices influenced by school conditions, social practices, and economic factors. The findings imply that in Indonesian schools, practices of leadership are directly and indirectly dictated by the policies regulated by the government. This strong influence of government can be the impediment for school leaders to make necessary initiatives to promote instructional improvements in their schools. 相似文献
19.
Jim Jones Deputy Headteacher 《School Leadership & Management》2013,33(3):305-308
There are an increasing number of research studies concerned with the realm of middle management in schools. However, few of these studies have adequately defined what might be considered middle management in schools, or have clarified which posts constitute those of middle managers. In addition, these studies have rarely considered the way in which different departmental cultures and structures affect leadership style and departmental performance. This article acknowledges the importance of the role of the head of department in secondary schools in school wide change and outlines some of tensions and dilemmas facing those who manage from the middle. It considers the leadership tensions facing heads of department in secondary schools and points towards the variety of departmental contexts, structures and cultures in which heads of department, or subject leaders operate. The article offers an analysis of the dynamic between leadership and culture within the departmental context. It concludes by suggesting that heads of department have a major contribution to play in managing cultural change at both the department and whole school level. 相似文献
20.
Edith Lai 《Asia Pacific Education Review》2014,15(2):165-175
This paper attempts to identify leadership practices of school principals as they engaged in exploring and exploiting possibilities in and around the school contexts to build teacher capacity for change. Based on interview data of school principals, this paper shows that principals from different schools engaged in qualitatively different practices when they led their schools in building teacher capacity for school improvement. Three approaches to teacher development are identified, namely deficit approach, interactive-growth approach and participatory-growth approach, each delineating a unique set of teacher capacity building practices, teacher learning activities and contextual conditions in which they occur. Implications for developing efficacious principal leadership in teacher capacity building are discussed. 相似文献