kenneth a leithwood

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  1. Second International Handbook of Educational Leadership and Administration
    -12 %

    Second International Handbook of Educational Leadership and Administration

    Buch
    Besorgungstitel

    The first International Handbook of Educational Leadership and Administration (Leithwood et al.) ...

    The first International Handbook of Educational Leadership and Administration (Leithwood et al.) was published in 1996 and quickly became something of a best seller for reference works within education. Such success, we suggest, was at least partly due to the unprecedented global waves of concern for improving schools launched in the mid 1980's, combined with a widespread belief in leadership as the single most powerful contribution to such improvement. The roots of this belief can be found in evidence produced by the early "effective schools" research, although there is a "romance" with leadership! as an explanation for success in many non-school enterprises, as well. During the two-year period during which this current handbook was being written, activity in the realms of school leadership, school improvement, and leadership development gained further momentum. The English government created its new National College of School Leadership, and several Asian nations announced new initiatives in leadership selection, preparation, and development.

    Unser bisheriger Preis:ORGPRICE: 695,49 €

    Jetzt 612,03 €
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  2. International Handbook of Educational Leadership and Administration
    -12 %

    International Handbook of Educational Leadership and Administration

    Buch
    Besorgungstitel

    EDITORS This introduction to the International Handbook of Educational Lead ership and Administra...

    EDITORS This introduction to the International Handbook of Educational Lead ership and Administration describes some of the motivation for devel oping the book and several assumptions on which is based much of the work represented in its 31 chapters. A synopsis of the contents of those chapters is also provided. SOME KEY ASSUMPTIONS It is sometimes suggested that the search for an adequate understanding of leadership is doomed to fail. After all, there is little evidence of agreement about the concept in spite of prodigious efforts dating back hundreds if not thousands of years. Such a view is captured, for exam ple, in Bennis' observation that: Of all the hazy and confounding areas in social psychology, leadership theory undoubtedly contends for top nomination. Probably more has been written and less is known about lead ership than any other topic in the behavioural sciences. (1959, page 259) We do not find this state of affairs discouraging (nor entirely accurate) and, of course, it did not prevent Bennis from proceeding either. One reason for our desire to continue in the face of such discouraging words is that a great deal of leadership research aspires to develop a general theory, a theory which applies to all or most domains of organized human activity. This aspiration inevitably produces decontextualized and, therefore, abstract categories of practice. Howard Gardner's (1995) depiction of leadership as story telling is a case in point.

    Unser bisheriger Preis:ORGPRICE: 695,49 €

    Jetzt 612,03 €
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  3. Educational Leadership for Organisational Learning and Improved Student Outcomes
    -35 %

    Educational Leadership for Organisational Learning and Improved Student Outcomes

    Buch
    Besorgungstitel

    The change in paradigm in our field is away from the great man or woman theory of leadership and ...

    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.

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  4. Educational Leadership for Organisational Learning and Improved Student Outcomes
    -12 %

    Educational Leadership for Organisational Learning and Improved Student Outcomes

    Taschenbuch
    Besorgungstitel

    The change in paradigm in our field is away from the great man or woman theory of leadership and ...

    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.

    Unser bisheriger Preis:ORGPRICE: 74,89 €

    Jetzt 65,90 €
    Alle Preise inkl. MwSt |ggf. zzgl. Versand
  5. Second International Handbook of Educational Leadership and Administration
    -12 %

    Second International Handbook of Educational Leadership and Administration

    Taschenbuch
    Besorgungstitel

    The first International Handbook of Educational Leadership and Administration (Leithwood et al.) ...

    The first International Handbook of Educational Leadership and Administration (Leithwood et al.) was published in 1996 and quickly became something of a best seller for reference works within education. Such success, we suggest, was at least partly due to the unprecedented global waves of concern for improving schools launched in the mid 1980's, combined with a widespread belief in leadership as the single most powerful contribution to such improvement. The roots of this belief can be found in evidence produced by the early "effective schools" research, although there is a "romance" with leadership! as an explanation for success in many non-school enterprises, as well. During the two-year period during which this current handbook was being written, activity in the realms of school leadership, school improvement, and leadership development gained further momentum. The English government created its new National College of School Leadership, and several Asian nations announced new initiatives in leadership selection, preparation, and development.

    Unser bisheriger Preis:ORGPRICE: 695,49 €

    Jetzt 612,03 €
    Alle Preise inkl. MwSt |ggf. zzgl. Versand
  6. International Handbook of Educational Leadership and Administration
    -14 %

    International Handbook of Educational Leadership and Administration

    Taschenbuch
    Besorgungstitel

    EDITORS This introduction to the International Handbook of Educational Lead­ ership and Administr...

    EDITORS This introduction to the International Handbook of Educational Lead­ ership and Administration describes some of the motivation for devel­ oping the book and several assumptions on which is based much of the work represented in its 31 chapters. A synopsis of the contents of those chapters is also provided. SOME KEY ASSUMPTIONS It is sometimes suggested that the search for an adequate understanding of leadership is doomed to fail. After all, there is little evidence of agreement about the concept in spite of prodigious efforts dating back hundreds if not thousands of years. Such a view is captured, for exam­ ple, in Bennis' observation that: Of all the hazy and confounding areas in social psychology, leadership theory undoubtedly contends for top nomination. Probably more has been written and less is known about lead­ ership than any other topic in the behavioural sciences. (1959, page 259) We do not find this state of affairs discouraging (nor entirely accurate) and, of course, it did not prevent Bennis from proceeding either. One reason for our desire to continue in the face of such discouraging words is that a great deal of leadership research aspires to develop a general theory, a theory which applies to all or most domains of organized human activity. This aspiration inevitably produces decontextualized and, therefore, abstract categories of practice. Howard Gardner's (1995) depiction of leadership as story telling is a case in point.

    Unser bisheriger Preis:ORGPRICE: 481,49 €

    Jetzt 415,55 €
    Alle Preise inkl. MwSt |ggf. zzgl. Versand
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