By William A. Firestone, Carolyn Riehl
This e-book, the manufactured from the duty strength on examine co-sponsored via the yank academic examine organization department A and the college Council for academic management, units an formidable schedule for learn in academic management. in demand students within the box overview present wisdom approximately management, body new inquiries to generate vital study within the box, and direct researchers and policymakers to reconsider how academic management, management, and coverage can be understood. overlaying a wide diversity of subject matters, from responsibility platforms and school–community relationships to the schooling of scholars from assorted backgrounds, the authors put up present study to severe scrutiny to be able to advance frameworks for brand new study that could have an important impression on coverage and perform.
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Additional resources for A New Agenda for Research in Educational Leadership (Critical Issues in Educational Leadership Series)
1992). Other students may have limited access to social capital assets. Successful school leaders help students in several ways to employ the social capital they have and acquire more, thereby enhancing their potential for success in school. First, leaders can increase the proportion of students’ social capital that is valued by the school. Ignorance and prejudice can cause educators to deny the value of the knowledge and other forms of social capital that are brought to school by students. Second, leaders can help create meaningful partnerships with parents and communities.
In a traditional school, for example, persons in formal administrative roles have greater access to positional power in their attempts to influence classroom practice, whereas teachers may have greater access to the power that flows from technical expertise about teaching and learning. In a study of eight elementary schools, Spillane, Hallett, and Diamond (2003) found that teachers tended to consider other teachers to be real leaders if they employed What Do We Already Know About Educational Leadership?
Leaders influence organizational culture through practices aimed at developing shared norms, values, beliefs, and attitudes and promoting mutual caring and trust among staff. , Leithwood & Jantzi, 1990; Skalbeck, 1991). Modifying organizational structures. Leaders redesign organizational structures through changes in staff and task assignments, the scheduling and design of time and space, routine operating procedures, and the deployment of technology and other material resources, all of which can hinder or enable individual performance and the accomplishment of organizational goals.
A New Agenda for Research in Educational Leadership (Critical Issues in Educational Leadership Series) by William A. Firestone, Carolyn Riehl