Peter Gronn provides a model of the process by which leaders' characters are shaped for leadership in different educational contexts. He focuses on the attributes of the individual and the formative circumstances which have shaped their perceptions and understandings.
`If there in one word to describe the issues addressed by Peter Gronn in The New Work of Educational Leaders it's "timely" And if there is one book that education policy makers, system CEOs and education ministers should find the time to read, this is it' - Educare News `This book is essential reading fro those involved in educational leadership and policy development. This work is also valuable for those interested in the locally organized and interactionally achieved context of institutional work' - Discourse: Studies in the Cultural Politics if Education `Though based in Australia, Peter Gronn shows familiarity with the British education system, and this boo is relevant to those in the compulsory and post-compulsory sectors interested in the themes of education leadership' - Learning and Skills Research In The New Work of Educational Leaders, Peter Gronn provides a new framework for understanding leadership practice. The work of leaders will increasingly be shaped by three overriding but contradictory themes: design; distribution; and disengagement. These are the `architecture' of school and educational leadership. Designer-leadership is the use of mandatory standards of assessment and accreditation for school leaders, such as the National Qualification for Headship (NPQH) in the United Kingdom and the (Interstate School Leaders Licensure Consortium (ISLLC) standards in the United States. Distributed patterns of leadership have developed in response to the intensification of school leaders' work under policy regimes of site-based and school self-management. Disengagement describes a culture of abstention, in which school systems anticipate leadership succession problems, such as projected shortages and recurring recruitment difficulties.
Just as I Am is a biography of Sir James Darling. It provides a detailed account of the life of a young Englishman who came to Australia in 1930 as the headmaster of Geelong Grammar School, and who after settling in Victoria spent the remainder of his life in his adopted country as a noteworthy public figure. Darling was an administrator and educational leader of note. The book draws extensively on archival documents and interviews to recount three successive phases of Darling's life (1899-1995): his upbringing and formation as an English schoolmaster prior to his arrival in Australia; his 32-year career as a headmaster along with his wider engagement in a number of Victorian and Australian educational agencies; and his subsequent contribution to major areas of Australian public policy. Darling's most notable engagement after his retirement from Geelong Grammar School was his six-year tenure (1961-67) as chairman of the Australian Broadcasting Commission. In all, he was involved part-time in broadcasting and television for 14 years and also as an advisor to governments on immigration policy for 19 years. He was also a member of the council of the University of Melbourne for 38 years (1933-1971). Other areas of public policy in which he played a high-level advisory role included road safety and the performing arts. For the 1988 Bicentenary, Darling was formally acknowledged as one of 200 Australians who had made the nation great. In the twilight of his long public career, for 15 years Darling wrote Saturday reflections for the Age newspaper.
This collection of essays incorporates some of the most important and longstanding foundational texts in education developed by the leading educational neo-Gramscian social theorist Peter McLaren
`If there in one word to describe the issues addressed by Peter Gronn in The New Work of Educational Leaders it′s "timely" And if there is one book that education policy makers, system CEOs and education ministers should find the time to read, this is it′ - Educare News `This book is essential reading fro those involved in educational leadership and policy development. This work is also valuable for those interested in the locally organized and interactionally achieved context of institutional work′ - Discourse: Studies in the Cultural Politics if Education `Though based in Australia, Peter Gronn shows familiarity with the British education system, and this boo is relevant to those in the compulsory and post-compulsory sectors interested in the themes of education leadership′ - Learning and Skills Research In The New Work of Educational Leaders, Peter Gronn provides a new framework for understanding leadership practice. The work of leaders will increasingly be shaped by three overriding but contradictory themes: design; distribution; and disengagement. These are the `architecture′ of school and educational leadership. Designer-leadership is the use of mandatory standards of assessment and accreditation for school leaders, such as the National Qualification for Headship (NPQH) in the United Kingdom and the (Interstate School Leaders Licensure Consortium (ISLLC) standards in the United States. Distributed patterns of leadership have developed in response to the intensification of school leaders′ work under policy regimes of site-based and school self-management. Disengagement describes a culture of abstention, in which school systems anticipate leadership succession problems, such as projected shortages and recurring recruitment difficulties.
Peter Gronn provides a model of the process by which leaders' characters are shaped for leadership in different educational contexts. He focuses on the attributes of the individual and the formative circumstances which have shaped their perceptions and understandings.
This text examines the role of leaders and leadership in special education. It contains a mixture of interview material and academic reflection and includes a commentary on the current debate of the late 1990s surrounding special education.
Management theory is vague about the experience of leading. Success, power, achievement are discussed but less focus is given to negative experiences leaders faced such as loneliness or disappointment. This book addresses difficult-to-explore aspects of leadership through well-known works of literature drawing lessons from fictional leaders.
Applied psychology in work settings has made considerable progress in the 30 years since the original version of this book was published. This new collection of essays aims to illustrate both the empirical and practical richness of the field as wellas its theoretical development. The chapters cover psychological processes, the study of groups and workteams, and the nature of complex organizations as a whole. Reflecting recent developments in psychology as well as society generally, topics range from skill and workload, shiftwork, personnel selection, training and careers, and the effects of new technology, leadership and management, to job stress and well-being, women in employment, corporate culture and processes of organizational change.
The ability to demonstrate professional leadership is a core requirement for social work students and social workers operating at all levels. This comprehensive textbook is ideal for any student on a social work course, from undergraduate to postgraduate study, and will go onto serve as a useful reference for more experienced social work professionals. this book engages in the essential discussion of what professional leadership means in the context of contemporary social work and why this is considered to be important for the future of the profession. Each chapter contains illustrative case studies, a range of interactive activities, a summary of key point and suggestions for further reading that enable students and qualified social workers to understand the knowledge, skills and attributes required in practicing professional leadership in real life contexts.
Introduces a wide range of perspectives on contemporary leadership in education, and contains detailed interviews with headteachers. The interviews reveal the subjects' own experiences at school, their reasons for taking up teaching, and the values and beliefs they bring to their positions.
Available online: http://urn.kb.se/resolve?urn=urn:nbn:se:norden:org:diva-6214 To support the green transition, the use of green taxation might increase in the coming years. Public support of such policy interventions will among other things depend on the distributional impacts of the regulation. Increased green taxation can result in unwanted distributional impacts in the economy at large because environmental taxation tends to make up a larger share of the disposable income of low-income families. This study investigates current guides and practices in the Nordic countries on how the distributional effects from environmental taxation are analyzed and incorporated into the policy design. This is combined with research findings on the distributional effects of environmental taxation and possible mitigating actions. The study indicates that the Nordic countries could benefit from better integration of mitigating strategies between agencies.
This book uses practice theory to examine the role of ‘middle-leadership’. In particular, it investigates the practices of ‘leading in the middle’ in the cultural-discursive, material-economic, and social-political domains – i.e., the sayings, doings and relatings of middle leading. This perspective acknowledges the ecological arrangement of leading practices in schools, and the necessity of considering the unavoidable reality of the site. The analysis is used to promote the need to view leading in the middle as a form of praxis – a morally and ethically informed practice that requires thoughtful decision-making and action in situations where the outcomes are not always clear. This book focuses on the practice of leading for those in ‘middle management’ positions in primary and secondary schools, such as those responsible for curriculum leadership, including senior teachers, assistant principals, and curriculum leaders. In their positions that bridge ‘management’ and ‘the classroom’ they are significant leaders in promoting and sustaining effective pedagogy for good learning outcomes, and they have to continue to provide high-quality teaching in their own classrooms, while simultaneously being a mentor, coach, supporter and evaluator for their colleagues.
This is a complete, step‐by‐step, reader‐friendly introduction to leadership theories and their application in sport organizations. It outlines key concepts and approaches to leadership, clearly explains how they relate to sport, and shows how sport managers can use leadership theory to develop and improve their professional practice. This book covers leadership and management across all sectors of sport, including for‐profit, non‐profit, and public, and adopts an international perspective that reflects the globalized reality of contemporary sport business. It explores key topics, including behavioural theories, transformational leadership, culture, self‐leadership, ethics, and women in sport leadership, and encourages the reader to develop critical thinking skills that are essential in the modern workplace. Each chapter contains a selection of real‐life examples, review questions, case studies, self‐assessment exercises, topics for seminars and workshops, and suggested readings. This is an essential textbook for any sport leadership course, valuable reading for anybody with an interest in leadership theory or contemporary sport management, and a useful handbook for anybody working in sport or event management who wants to become a better manager. Online support material includes quiz‐style questions and other resources for tutor use or adaptation.
This is a classic real-life story of derring do on the high seas, complete with extreme risk, last-minute ingenuity and many near-misses. Beginning in the 1960s, this book tells of the real life adventures of the author as a boy – a time of boarding schools, long holidays and an unbelievable (to today's parents) amount of freedom and danger. Encouraged by his parents (who lived abroad) to become more independent and self-sufficient, Peter decided to see how far he could get in his family's small open dinghy Calypso. Aged 16, he spent a winter restoring her, before pootling straight out into a force 7 gale and very nearly capsizing, after which he headed back to land to plan even more extreme adventures. Calypso was a Wayfarer, a small (16ft) and very popular class of open dinghy; a boat designed for pottering around coastlines and estuaries during the day. But along with the occasional brave crewmate, Peter managed to sail her across the Channel, through the Bay of Biscay, down the French canals and into the Mediterranean, then up into the North Sea and the Baltic to Oslo, living aboard for three months at a time. These were some of the longest voyages that anyone had ever achieved in an open boat, where (as Peter says) you 'have to be like a tightrope walker, concentrating on balance day and night, fully aware of the consequence of relaxing your vigilance'. He survived huge waves, nine rudder breakages in heavy seas, dismasting, capsizes, and hallucinations caused by sleep deprivation. He also managed it on a tiny budget, working as a farm labourer, hitchhiking everywhere, and at times living on one meal of cereal a day, to save the maximum amount for his boat. Charming, quite British in style, beautifully written and a lovely insight into a seemingly golden time, this is primarily a great read, but will be of huge practical use to anyone wanting to go that bit further in their dinghy. It also includes a lovely Foreword by world-famous yachtsman Brian Thompson.
Teaching is becoming increasingly complex in the 21st Century, creating a need for more sophisticated frameworks to support teachers’ professional learning. Action learning is one such framework and has been used for workplace learning in business settings for many years. It is now becoming increasingly popular in school and university settings, but it is often misunderstood. This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change. The book brings together more than a decade of the authors’ research in school-based action learning. Rich and diverse, the research draws on more than 100 case studies of action learning by teams of teachers in schools. The authors: provide practical advice on how to initiate and sustain action learning; explain the interaction between action learning, teacher development, professional learning, community building, leadership and change; and illustrate how action learning can link to classroom practice so closely that it becomes part of what teachers do, rather than an added impost. Addressing the highs and lows, the successes and failures, and their underlying causes, Action Learning in Schools provides insights into theories of cooperation, innovation, leadership and community formation to inform individual projects and large-scale school improvement initiatives. It will be of interest to teacher educators, pre-service and experienced teachers alike, as well as school and education system managers and policymakers keen to enhance teacher professional learning and educational outcomes for students.
Adopted at more than 1,600 institutions in 89 countries and translated into 15 different languages! The market-leading Leadership: Theory and Practice by Peter G. Northouse presents an academically robust account of the major theories and models of leadership with a focus on how theory can inform practice. Northouse uses a consistent structure for each chapter that allows readers to easily compare and contrast different theories. Case studies and questionnaires provide students with practical examples and opportunities to deepen their understanding of their own leadership style. The fully updated Ninth Edition features a new chapter on inclusive leadership, 17 new real-world cases that profile leaders from across the globe, a new discussion on leadership and morality, and examples of timely issues such as leadership during the COVID-19 pandemic. This title is accompanied by a complete teaching and learning package.
The idea of 'system leadership' i.e. not just directly for the success and welfare of students in your own school but also in other schools is a new, exciting and growing phenomenon in English education, which is gaining widespread interest both in the UK and internationally. But there is not yet any detailed analysis of its emergence in practice. This book fills that void by bringing in-depth analysis to a term on the lips of many in the educational world.
`This is a book packed with ideas and insights. It is informed by evidence from school leaders and provides a valuable overview of many important theories and research findings. A strength of the book is the way it pulls together empirical research the authors have conducted over the last 20 years. Such a long term view offers a new and needed long term perspective on school leadership and enables the authors to show how trends in leaders′ careers, thinking and practice have emerged and unfolded. Researchers and practitioners alike will find something of value in this book′ - Professor Geoff Southworth, Director of Research, National College for School Leadership ′[A]n excellent, well-written, extensively referenced, empirically based contribution to school leadership thinking... Earley and Weindling offer valuable insights for all of us: serving headteachers/principles, advisory and distinct-wide policy makers and aspiring headteachers′ - Journal of Educational Administration By giving a detailed picture of the rapidly developing field of educational leadership, this book focuses on how to become a more effective manager and on understanding the vital importance of the manager′s role in school improvement. Written in a clear and readable style, it contains an extensive exploration of leadership models and management strategies and is based on the latest research. The text is supplemented with case studies of leadership in action. Understanding School Leadership is indispensable reading for those who have a managerial role within their school and for students of educational management.
This collection of new studies in ethnomethodology addresses sociology's classical questions by developing that strand of ethnomethodological inquiry dealing with membership categorization. This book provides detailed studies of members' use of membership categories across various settings from the O.J. Simpson trial, via TV commercials and news headlines, to school staff and referral meetings.
An expert guide to contemporary research in the field of emergency services management, this short-form book will help academics, scholars, and practitioners to appreciate the important role and contribution of these services. Contemporary emergency services have been rapidly changing in response to increasing demand, reducing resources, the impact of COVID-19 and the increasingly complex threats to public safety. Academics, practitioners, the emergency services and their key stakeholders all need to have a clear understanding of the changing role and contribution of these services as well as finding ways to improve their management and performance so that policy solutions to new and emerging threats may be efficiently developed and effectively implemented. The book looks at the application of public management theories to emergency services and the development of professionalism within the police, fire and rescue, and ambulance services. It examines the increasing need for better collaboration and identifies the nature and extent of the academic and practitioner divide and the research gap between the academic and professional communities in each of the services. This book will be invaluable to researchers, scholars, practitioners, and students in the fields of governance, leadership, and management, especially those focusing on emergency services and management during crises.
This comprehensive overview of all aspects of the publishing process has been written especially for prospective authors who want to learn more about the field to advance their careers and publishing success. More than just a `how to' book, this volume explains the entire context of scholarly publishing and how it should, ideally, work toward advancing knowledge and successful management practice.
This book examines the beliefs, attitudes, values and emotions of students in Years 5 to 8 (aged 10 to 14 years) about mathematics and mathematics education. Fundamentally, this book focuses on the development of affective views and responses towards mathematics and mathematics learning. Furthermore, it seems that students develop their more negative views of mathematics during the middle school years (Years 5 to 8), and so here we concentrate on students in this critical period. The book is based on a number of empirical studies, including an enquiry undertaken with 45 children in Years 5 and 6 in one school; a large-scale quantitative study undertaken with students from a range of schools across diverse communities in New Zealand; and two related small-scale studies with junior secondary students in Australia. This book brings substantial, empirically-based evidence to the widely held perception that many students have negative views of mathematics, and these affective responses develop during the middle years of school. The data for this book were collected with school students, and students who were actually engaged in learning mathematics in their crucial middle school years. The findings reported and discussed here are relevant for researchers and mathematics educators, policy makers and curriculum developers, and teachers and school principals engaged in the teaching of mathematics.
What role do evaluations for environmental policies have in the Nordic countries (Denmark, Finland, Norway and Sweden? And could evaluations be better implemented in order to create and uphold effective and efficient environmental policies? These are the two questions this study aims at answering. The study focuses on three main areas in regard to ex-ante and ex-post evaluations for environmental policies: Organisation, guidelines and specific evaluations. As a result of the analysis, a number of lessons learnt for the three investigated areas are found and a set of recommendations on how to improve the evaluation of environmental policies in the Nordic countries in the future are provided.
This challenging and highly practical book draws on the findings from an international study designed to help practitioners and researchers understand the factors and processes that enable healthcare organisations in the United States and Europe to achieve - and sustain - high quality services for their users. The in-depth case-studies from seven leading hospitals give an international, evidence-based outlook that focuses on both the organisational and cultural processes of quality improvement. Implication for research and practice are considered, and a checklist of possible challenges has been drawn up to help identify any 'gaps' in initiatives. Healthcare policy makers and shapers including hospital chief executives and NHS directors will find this book enlightening, as will healthcare quality improvement and service development researchers and professionals. Clinicians with an interest in quality improvement will also find much of interest.
This book discusses the semiotic and ethnographic bases for organizational analysis, including the related fieldwork issues confronting the investigator. It explains the importance of rhetorical-dramaturgic and phenomenological strategies for the study of organizations. The arbitrary and culturally based connections in which organizations abound require an understanding of the particulars of cultural scenes, first observed, later conceptualized through semiotic theory. Organizational Communication includes a series of examples from applied semiotics research in nuclear regulatory policy making, truth telling, regulatory control (by, among others, the police), and risk analysis. These data provide the basis for a critique of the limits of earlier analyses of organizational change, such as those offered by structuralist theories. Dr. Manning concludes with an assessment of the postmodernist ethnographic strategies that have evolved as a response to a larger representational crisis, and of the implications of these strategies for the study of organizational culture.
Drawing on professional experience from university innovators and a wealth of international case studies, The Higher Education Manager’s Handbook offers practical advice and guidance on all aspects of university management. An engaging, comprehensive and highly accessible practitioner’s guide, the book tackles all the key areas central to the job of managing in higher education, from understanding the culture of your university and the role it plays, to providing effective leadership and managing change. Now in a thoroughly updated third edition, the book is written from the unique perspective of the higher education manager, offering advice that can be implemented immediately by leaders at all levels. The book is organised into four pre-requisites that any prospective higher education manager must master if they are to be an effective university leader: Knowing your environment Knowing your university Knowing your department Knowing yourself Each of the chapters within these sections provides commentary and analysis of the particular role aspect under review, and offers advice and guidance on good practice, including case study examples and self-assessment tools. New topics include: The new higher education landscape The first 100 days Avoiding cognitive bias and developing a flexible mindset Strategic planning and Teaching Excellence Framework (TEF) Reviewing course portfolios and subject areas Improving student outcomes and staff experience Assessing and mitigating risk Project management and managing up Widening participation and social mobility Vice chancellors, university presidents, provosts and deans, heads of academic departments and university services, subject leaders, course directors and others in management positions within the field of higher education will find this book to be an irreplaceable resource that they will use time and time again.
Amid enormous changes in higher education, audience and music listener preferences, and the relevant career marketplace, music faculty are increasingly aware of the need to reimagine classical music performance training for current and future students. But how can faculty and administrators, under urgent pressure to act, be certain that their changes are effective, strategic, and beneficial for students and institutions? In this provocative yet measured book, Michael Stepniak and Peter Sirotin address these questions with perspectives rooted in extensive experience as musicians, educators, and arts leaders. Building on a multidimensional analysis of core issues and drawing upon interviews with leaders from across the performing arts and higher education music fields, Stepniak and Sirotin scrutinize arguments for and against radical change, illuminating areas of unavoidable challenge as well as areas of possibility and hope. An essential read for education leaders contemplating how classical music can continue to thrive within American higher education.
Hvordan blir man morder? Lorna Belling gjør hva som helst for å komme seg ut av et destruktivt ekteskap og faller for en ny mann – som lover henne gull og grønne skoger. Men som Lorna finner ut, kan det ofte være manglende samsvar mellom det man planlegger og den vendingen livet faktisk tar. Et tilfeldig foto på en mobil til en av klientene endrer alt for henne.På et offentlig bad i Brighton finner man liket av en kvinne, og politietterforsker Roy Grace tilkalles. Det som først ser ut som en ukomplisert sak med en åpenbar hovedmistenkt, viser seg til Grace sin store overraskelse å være alt annet enn akkurat det.Peter James er et av krimlitteraturens aller sterkeste navn.«James blir bare bedre og bedre. Han fortjener virkelig all suksessen han har hatt med denne førsteklasses serien.»Independent on Sunday
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