This book systematically elaborates Scott Eacott’s “relational” approach to organizational theory in education. Contributing to the relational trend in the social sciences, it first surveys relational scholarship across disciplines before providing a nuanced articulation of the relational research program and key concepts such as organizing activity, auctors, and spatio-temporal conditions. It also includes critical commentaries on the program from key figures such as Tony Bush, Megan Crawford, Fenwick English, Helen Gunter, Izhar Oplatka, Augusto Riveros, and Dawn Wallin. As such, the text models an approach to, or social epistemology for building knowledge claims in relation rather than through parallel monologues. Eacott’s relational approach provides a distinctive, post-Bourdieusian variant of the relational sociological project. Shifting the focus of inquiry from entities (e.g., leaders, organizations) to organizing activity and recognizing how auctors generate – simultaneously emerging from and constitutive of – spatio-temporal conditions unsettles the orthodoxy of organizational theory in educational administration and leadership. By presenting its claims in the context of other approaches, the book stimulates intellectual debate among both relational sociologists and opponents of relational approaches. Beyond Leadership provides significant insights into the organizing of education. As it does not fit neatly into any one field, but instead blends educational administration and leadership, organizational studies, and relational sociology, among others, it charts new territory and promotes important dialogue and debate.
Educational leadership, management and administration has a rich history of epistemological and ontological dialogue and debate. However in recent times, at least since the publication of Colin Evers and Gabriele Lakomski’s trilogy – knowing, exploring and doing educational administration – there has been a distinct dearth. Educational Leadership Relationally explicitly returns matters of epistemology and ontology to the centre of the discussion. Through a sustained and rigorous engagement with contemporary thought and analysis, Scott Eacott articulates and defends a relational approach to scholarship in educational leadership, management and administration. Eacott belongs to a group of scholars in educational administration who could be called meta-sociologist. This group blends sociology, historical revisionism, managerial theories and general philosophy to emphasise the relevance of sociological analysis in the field of educational administration. Proposing a relational turn, Eacott outlines a methodological agenda for constructing an alternative approach to educational leadership, management and administration scholarship that might be persuasive beyond the critical frontier. The relational research programme is arguably the most ambitious agenda in educational leadership, management and administration coming out of Australia since Colin Evers and Gabriele Lakomski’s natural coherentism and Richard Bates’ Critical Theory of Educational Administration. As a research agenda, it engages with: the centrality of administration in constructions of the social world; the legitimation of popular labels such as ‘leadership’; the inexhaustible and inseparable grounding of administrative labour in time and space; and overcomes contemporary tensions of individualism/collectivism and structure/agency to provide a productive – rather than merely critical – space to theorise educational leadership, management and administration.
This book is dedicated to an analysis and synthesis of research on strategy and school leadership, with the ultimate goal of suggesting a new research programme. Each chapter takes up this challenge through different means, resulting in an overview of the construct of strategy within the practice of school leadership. It is hoped that each of these chapters encourages students, practitioners and scholars to continue to investigate this important topic and to undertake the methodological challenges set out to advance our understanding of strategy and school leadership in managerialist times. Despite maintain a primarily scholarly focus – as such a focus is exceedingly important for the advancement of any domain of inquiry – it is also recognised that many of the ideas discussed have profound practical significance for schools and those who lead and manage them. The arguments in this book, particularly those in the latter chapters seek to expand the horizons of scholarship and understanding on the topic of strategy and school leadership. Although this should not be interpreted as a prescriptive call for how further inquiry should be undertaken, it is but one voice in the conversation. The reviews, studies, analysis and proposed research programme of this book argue that the strategies of school leaders are of considerable theoretical and practical importance to schools, the governance of schooling and the behaviour and performance of schools. While this book offers a blueprint for further inquiry, it remains for the reader to accept the challenge. Doing so will enable important new insights into strategy and school leadership.
This book systematically elaborates Scott Eacott’s “relational” approach to organizational theory in education. Contributing to the relational trend in the social sciences, it first surveys relational scholarship across disciplines before providing a nuanced articulation of the relational research program and key concepts such as organizing activity, auctors, and spatio-temporal conditions. It also includes critical commentaries on the program from key figures such as Tony Bush, Megan Crawford, Fenwick English, Helen Gunter, Izhar Oplatka, Augusto Riveros, and Dawn Wallin. As such, the text models an approach to, or social epistemology for building knowledge claims in relation rather than through parallel monologues. Eacott’s relational approach provides a distinctive, post-Bourdieusian variant of the relational sociological project. Shifting the focus of inquiry from entities (e.g., leaders, organizations) to organizing activity and recognizing how auctors generate – simultaneously emerging from and constitutive of – spatio-temporal conditions unsettles the orthodoxy of organizational theory in educational administration and leadership. By presenting its claims in the context of other approaches, the book stimulates intellectual debate among both relational sociologists and opponents of relational approaches. Beyond Leadership provides significant insights into the organizing of education. As it does not fit neatly into any one field, but instead blends educational administration and leadership, organizational studies, and relational sociology, among others, it charts new territory and promotes important dialogue and debate.
This book is dedicated to an analysis and synthesis of research on strategy and school leadership, with the ultimate goal of suggesting a new research programme. Each chapter takes up this challenge through different means, resulting in an overview of the construct of strategy within the practice of school leadership. It is hoped that each of these chapters encourages students, practitioners and scholars to continue to investigate this important topic and to undertake the methodological challenges set out to advance our understanding of strategy and school leadership in managerialist times. Despite maintain a primarily scholarly focus – as such a focus is exceedingly important for the advancement of any domain of inquiry – it is also recognised that many of the ideas discussed have profound practical significance for schools and those who lead and manage them. The arguments in this book, particularly those in the latter chapters seek to expand the horizons of scholarship and understanding on the topic of strategy and school leadership. Although this should not be interpreted as a prescriptive call for how further inquiry should be undertaken, it is but one voice in the conversation. The reviews, studies, analysis and proposed research programme of this book argue that the strategies of school leaders are of considerable theoretical and practical importance to schools, the governance of schooling and the behaviour and performance of schools. While this book offers a blueprint for further inquiry, it remains for the reader to accept the challenge. Doing so will enable important new insights into strategy and school leadership.
Educational leadership, management and administration has a rich history of epistemological and ontological dialogue and debate. However in recent times, at least since the publication of Colin Evers and Gabriele Lakomski’s trilogy – knowing, exploring and doing educational administration – there has been a distinct dearth. Educational Leadership Relationally explicitly returns matters of epistemology and ontology to the centre of the discussion. Through a sustained and rigorous engagement with contemporary thought and analysis, Scott Eacott articulates and defends a relational approach to scholarship in educational leadership, management and administration. Eacott belongs to a group of scholars in educational administration who could be called meta-sociologist. This group blends sociology, historical revisionism, managerial theories and general philosophy to emphasise the relevance of sociological analysis in the field of educational administration. Proposing a relational turn, Eacott outlines a methodological agenda for constructing an alternative approach to educational leadership, management and administration scholarship that might be persuasive beyond the critical frontier. The relational research programme is arguably the most ambitious agenda in educational leadership, management and administration coming out of Australia since Colin Evers and Gabriele Lakomski’s natural coherentism and Richard Bates’ Critical Theory of Educational Administration. As a research agenda, it engages with: the centrality of administration in constructions of the social world; the legitimation of popular labels such as ‘leadership’; the inexhaustible and inseparable grounding of administrative labour in time and space; and overcomes contemporary tensions of individualism/collectivism and structure/agency to provide a productive – rather than merely critical – space to theorise educational leadership, management and administration.
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Compiled from 10 years of research, with chapters contributed by experts in the field, we demonstrate how tourism will benefit from applying a new paradigm found in mainstream psychology, termed here the ‘Cognitive Wave’.
This thoroughly updated edition provides a balanced review of the core methods and the latest research on animal learning and human memory. The relevance of basic principles is highlighted throughout via everyday examples to ignite student interest, along with more traditional examples from human and animal laboratory studies. Individual differences in age, gender, learning style, cultural background, or special abilities (such as the math gifted) are highlighted within each chapter to help students see how the principles may be generalized to other subject populations. The basic processes of learning – such as classical and instrumental conditioning and encoding and storage in long-term memory in addition to implicit memory, spatial learning, and remembering in the world outside the laboratory – are reviewed. The general rules of learning are described along with the exceptions, limitations, and best applications of these rules. The relationship between the fields of neuropsychology and learning and memory is stressed throughout. The relevance of this research to other disciplines is reflected in the tone of the writing and is demonstrated through a variety of examples from education, neuropsychology, rehabilitation, psychiatry, nursing and medicine, I/O and consumer psychology, and animal behavior. Each chapter begins with an outline and concludes with a detailed summary. A website for instructors and students accompanies the book. Updated throughout with new research findings and examples the new edition features: A streamlined presentation for today’s busy students. As in the past, the author supports each concept with a research example and real-life application, but the duplicate example or application now appears on the website so instructors can use the additional material to illustrate the concepts in class. Expanded coverage of neuroscience that reflects the current research of the field including aversive conditioning (Ch. 5) and animal working memory (Ch. 8). More examples of research on student learning that use the same variables discussed in the chapter, but applies them in a classroom or student’s study environment. This includes research that applies encoding techniques to student learning, for example: studying: recommendations from experts (Ch. 1); the benefits of testing (Ch. 9); and Joshua Foer’s Moonwalking with Einstein, on his quest to become a memory expert (Ch. 6). More coverage of unconscious learning and knowledge (Ch. 11). Increased coverage of reinforcement and addiction (Ch. 4), causal and language learning (Ch. 6), working memory (WM) and the effects of training on WM, and the comparative evolution of WM in different species (Ch. 8), and genetics and learning (Ch. 12).
Caring Confrontations for Education and Democracy makes a compelling case for redirecting current practices of education to focus on being educated rather than having an education. The book offers a detailed analysis of how an education for democracy must encourage commitment to important ideals and strengthen the vulnerabilities of people which make them easily manipulated by politicians and the media. It addresses the need for education that focusses on people’s mode of being, so that in addition to becoming knowledgeable and skilful, people develop the disposition that is more appropriate for democratic living. Through embodying this approach of authentic spiritual growth through education, this book explores the idea of caring confrontations and critical reflection to enable personal change and growth. Providing a thoughtful analysis of the role of education in democracy, the book will be of great interest to researchers, academics, and students in the fields of philosophy of education, educational theory and democratic education.
This genealogical work traces the descendants of Philip Mahoney to the author and the descendants of William Hodgkins that link to the Mahoney line. Initially this was the ancestry of Clyde Edward Mahoney and Alice Mabel (Hodgkins) Mahoney. This Mahoney line entered Maine from Quebec Province Canada. The Hodgkins line is descendant from the William Hodgkins of the Plymouth Plantation colony. A number of other genealogical connections are outlined as they contribute or descend from Clyde and Alice.
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