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Educational Leadership
This key text in educational leadership focuses on the significance of the context and culture of schools.
School Leadership and Administration
This text calls for a broader approach to comparative educational administration: one which uses culture as the principle means of analysis. The articles collected by Allan Walker and Clive Dimmock detail the educational practices and outcomes of other systems while taking into account the mediating influence of culture. In this way, these essays stress the specific aspects of the cultures studied, and map out common ground for the study of administrators' values, beliefs, and actions.
Designing the Learning-centred School
Schools are expected and challenged to achieve student outcomes commensurate with the abilities of all students, but few are capable of this. This book demonstrates that present school structures and processes need to be redesigned, and suggests ways of reforming schools to enhance student outcomes. The author suggests that a holistic approach that integrates all facets of school life - learning, teaching, curriculum, school structures, resources, leadership and management - is needed. A practical and coherent model is used, underpinned by research evidence of what works and how practitioners can apply best practice to improvements for student outcomes.
Comparative Education Research
Approaches and methods in comparative education research are of obvious importance, but do not always receive adequate attention. This book contributes new insights within the longstanding traditions of the field. A particular feature is the focus on different units of analysis. Individual chapters compare places, systems, times, cultures, values, policies, curricula and other units.
School-Based Management and School Effectiveness
This book explores the connections between school-based management, school effectiveness and school improvement, bringing together studies completed in Australia and New Zealand, Canada, the UK and the USA. It describes and analyses how effective principals and teachers perceive and undertake educational change and school-based management; how a sense of values, vision and school culture can improve leadership; ways in whcih delegating financial management to schools may lead to improved teaching and learning; and the contribution made by school development planning through reviews and evaluation to school improvement. Finally, it suggests future directions for study and research in school effectiveness, school improvement and school-based management.
Leading Learning
The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led, and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact. Series Editors - Clive Dimmock, Mark Brundrett and Les Bell The notion that school transformation is dependent on exceptional leaders is increasingly seen a...
Education Policy
The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led, and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact. Series Editors - Clive Dimmock, Mark Brundrett and Les Bell As global pressures focus increasing attention on the outcomes of education policy and on their ...
The Ethical School
Conflicts often arise between regulations, making it difficult for school management teams and teachers to resolve situations with appropriate dignity and respect for all concerned. This book discusses provocative actual case studies to help teachers to reflect on their own ethics, guiding them to make more reasonable decisions in their schools, and thereby gradually transforming schools into more cohesive and caring communities. A model of consequences, consistency and caring, each aspect based on traditional ethical theories provides a scientific base - a rational and a responsive base for ethical decision-making. This work covers such everyday problems as censorship, inclusivity, school uniform, punishment, personal gain and confidentiality, and argues that care and respect for others, equity, rational autonomy and concern for long-term benefits are more important for a school community than short-term power and control.
Designing the Learning-centred School
This book is the first of its kind to combine a detailed comprehensive description of the learning-centred school with an examination of a cross-cultural perspective.
Making Good Schools
The disciplines of school effectiveness research and school improvement practice and research have been apart for too long. This book is the first major attempt, by leading writers and practitioners in these fields, to bring the areas together in a coherent way. Existing knowledge about the characteristics of `good' schools is outlined, together with the knowledge base about how to `make schools good schools'. The book also makes an entirely original contribution to re-thinking practice in school improvement that can revolutionise our thinking in the late 1990s, and which can be of use to academics, to policymakers and to the practitioners which much existing work has neglected.
