Critical Perspectives On Educational LeadershipJohn Smyth Routledge, 12. aug. 2005 - 256 sider This book is an edited collection of original papers which challenge in a very direct manner the dominant behviourist and functionalist views that have come to entrap those who live, work and conduct research in the areas of educational leadership, and focusing instead on the structures and processes within schools as organisations that frustrate, distort and ultimately stifle educative relationships the writers provide a much needed way of reconceptualising both thought and action in so-called acts of educational leadership. |
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... historical formation, social construction and continual reconstruction of education and educational institutions and reforms through processes of contestation and institutionalization— expressed, for example, in the work of critical ...
... historical formation, social construction and continual reconstruction of education and educational institutions and reforms through processes of contestation and institutionalization— expressed, for example, in the work of critical ...
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... historical and the bureaucratic-managerial). It may then be possible to acknowledge the way in which the concept of leadership itself has been swallowed up by the needs of managerial theory. He argues that leadership needs to be seen as ...
... historical and the bureaucratic-managerial). It may then be possible to acknowledge the way in which the concept of leadership itself has been swallowed up by the needs of managerial theory. He argues that leadership needs to be seen as ...
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... historical forces and ignorant of moral and political dimensions, but also 'if power is analyzed at all, it is in terms of influence or authority, the legitimized-based power of management or organization elites. Almost never are ...
... historical forces and ignorant of moral and political dimensions, but also 'if power is analyzed at all, it is in terms of influence or authority, the legitimized-based power of management or organization elites. Almost never are ...
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... historical circumstances are perpetually in a state of flux and that social sites do not have uniform characteristics but differ in marked ways. In addition Clegg charges that: The assumption of 'resource' based explanations of 'power ...
... historical circumstances are perpetually in a state of flux and that social sites do not have uniform characteristics but differ in marked ways. In addition Clegg charges that: The assumption of 'resource' based explanations of 'power ...
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... historical and social milieux. To avoid the stable, functionalist approach which minimizes the historical forms of organization, we need to examine the interaction between human practice and social structures. The latter are the ...
... historical and social milieux. To avoid the stable, functionalist approach which minimizes the historical forms of organization, we need to examine the interaction between human practice and social structures. The latter are the ...
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achievement action activity administrative science analysis approach argues argument assumption become behaviour bureaucratic claims concept of leadership concerned constructed context contingency model critical critical pedagogy critical theory critique cultural curriculum Deakin University decision-making decisions defined democratic dialectical discourse dominant educational administration Educational Administration Quarterly educational leadership efficiency emotivist ethical feminist Fiedler forms Freire functionalist Geelong gender Giddens goals Greenfield Habermas hierarchical historical human agency ideological individual institutions interests involve kibbutz knowledge leaders liberal literature London managerial masculine means Michels model of leadership moral nature notion of leadership oligarchy organizational democracy organizational theory organizations participation participatory participatory democracy particular pedagogy perspective philosophy position positivistic possible practice principals problems production rational reality relationships role school effectiveness sense situation social structures society Starratt suggests symbolic teachers teaching traditional trait theory transformation transformational leadership understanding values view of leadership Weber women