Educational Leadership for Organisational Learning and Improved Student Outcomes
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Educational Leadership for Organisational Learning and Improved Student Outcomes

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ISBN-13:
9781402019876
Einband:
Book
Erscheinungsdatum:
30.04.2004
Seiten:
286
Autor:
Kenneth A. Leithwood
Gewicht:
593 g
Format:
235x155x21 mm
Sprache:
Englisch
Beschreibung:
Provides an introductory rationale in which the case for using only quality evidence in school reform efforts is argued. This book details the reasons for the choice of problem-based learning as the vehicle for the professional development materials. It concludes with the references used and a list of other readings.
From the contents:
Acknowledgements. List of tables. List of figures.- Section 1: The Critical Role Of Leadership For Organizational Learning And Improved Student Outcomes. 1 The Critical Role Of Leadership For Organizational Learning And Improved Student Outcomes.- Section 2: Using The Book. 2 Problem-Based Learning: A Vehicle For Professional Development Of School Leaders.- Section 3: The Problem-Based Learning Package. 4 Workshop Problem/Situation Outline. 5 The Altona Case Study. 6 The Heronwood Case Study. 7 Survey Data.- Section 4: A Challenge. 8 The Survey Instruments And A Challenge To Use Them In Your Own School.- Appendixes: 1 Conditions Fostering Organizational Learning In Schools. 2 Leadership For Organizational Learning In Australian Secondary Schools. 3 The Altona Case Study: Short Version. 4 The Heronwood Case Study: Short Version.- References. Other readings.
The change in paradigm in our field is away from the great man or woman theory of leadership and the teacher in his or her own classroom to the development of learning communities which value differences and support critical reflection and encourage members to question, challenge, and debate teaching and learning issues.How to achieve such learning communities is far from clear, but we believe the areas of problem-based learning (PBL) and organizational learning (OL) offer valuable clues. The indications are that the successful educational restructuring agenda depends on teams of leaders, whole staffs and school personnel, working together (i.e., OL) linking evidence and practice in genuine collaboration (i.e., PBL). The book is unique in that it is both about and uses these two concepts.