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Bridging Educational Leadership, Curriculum Theory and Didaktik
This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research.Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and D...
Evidence-Based School Development in Changing Demographic Contexts
This Open Access book features a school development model (Arizona Initiative for Leadership Development and Research AZiLDR) that offers a roadmap for schools to navigate the complexities of continuous school development. Filled with processes that balance evidence-based values with democratic, culturally responsive values, this book offers strategies to mediate the tensions and to address school culture, context and values, leadership capacity, using data as a source of reflection, curricular and pedagogical activity, and strengths-based approaches to meeting the needs of culturally diverse students. You will find: - Active, reflective activities - Case studies illustrating each concept - The research base supporting each concept - Descriptions of processes from other contexts (South Carolina, Germany, Australia, Sweden) - Thoughts about next steps for contextually sensitive and multi-level school development - Suggestions for cross-national dialogue and research within the Zone of Uncertainty Use this ideal source to guide school leadership teams in creating productive schools that continually grow!
Strategic Human Resources Management in Schools
Strategic Human Resources Management in Schools provides a new approach to human resources management, grounded in the perspectives of cutting-edge practice, research, and theory. Traditional human resource (HR) practices in education have operated in an isolated and reactionary manner; this book explores an updated version of personnel administration that links strategic human resources to organizational goals, educational mission, educator well-being, and student success. Coverage includes exemplar strategic HR practices from progressive organizations and leading companies, discussion of tricky issues like discrimination and implicit bias, and developmental and humanistic support of teache...
The New Instructional Leadership
Co-published with UCEA, this exciting new textbook is the first to tackle the ISLLC Standard 2—Instructional Leadership. In light of recent curriculum reforms, accountability policies, and changing demographics, today’s leaders must not only have expertise in culture building and supervision skills, but also in adult learning, cultural funds of knowledge, curriculum, and the role of politics. The New Instructional Leadership helps aspiring school leaders examine their beliefs and practices about instructional leadership in relation to ISLLC Standard 2 and provides the theory, learning experiences, and analytical tools for effective leadership in today’s world. Chapters cover issues of ...
Critical Curriculum Leadership
Although traditional curriculum and instructional leadership frameworks have dominated educational administration training for almost thirty years, it has become increasingly clear that even the most recent frameworks have failed today’s leaders who struggle with the politics of curriculum decisions on a daily basis. Critical Curriculum Leadership is an examination of curriculum leadership in the wake of U.S. testing mandates and school reforms, all of which seem to support a particular set of conservative ideologies. Drawing from her own longitudinal ethnographic study and from existing literature and research in the field, Ylimaki explores the formation of curriculum leadership in relati...
Educational Leadership
Various definitions of leadership have transformed the way that educators around the world think about teaching, administration, and policy over the years. This title investigates the changing face of educational leadership from comparative and international perspectives.
War Memory, Nationalism and Education in Postwar Japan
The controversy over official state-approved history textbooks in Japan, which omit or play down many episodes of Japan’s occupation of neighbouring countries during the Asia-Pacific War (1931-1945), and which have been challenged by critics who favour more critical, peace and justice perspectives, goes to the heart of Japan’s sense of itself as a nation. The degree to which Japan is willing to confront its past is not just about history, but also about how Japan defines itself at present, and going forward. This book examines the history textbook controversy in Japan. It sets the controversy in the context of debates about memory, and education, and in relation to evolving politics both within Japan, and in Japan’s relations with its neighbours and former colonies and countries it invaded. It discusses in particular the struggles of Ienaga Saburo, who has made crucial contributions, including through three epic lawsuits, in challenging the official government position. Winner of the American Educational Research Association 2009 Outstanding Book Award in the Curriculum Studies category.
Out of the Dark
Out of the Dark is a call for teacher leaders to take a stand against the current neoliberal take over of our educational system today. This book investigates where this political power hold began, theorizes why is it so hard for us to change what is happening, and then explores theory into practice for supporting the development of a democratic curriculum. Out of the Dark highlights example schools in various states that are fighting the monopoly of standardization by implementing their own version of visionary democratic education. This book is purposefully heavy on references as to encourage teachers to become curriculum leaders through research and complicated conversation that they have with themselves and with each other. It is time to stand together against the over utilization and magnified importance of standardized testing in our educational system in the United States. The time is now to envision a democratic education based on an eclectic compilation of curriculum theory and fight for the significant educational contribution of our own professional wisdom, prompting democratic empowerment for our students.
