Alan J. Daly - Böcker
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10 produkter
10 produkter
1 240 kr
Skickas inom 10-15 vardagar
Highlighting leadership from a social and relational perspective, this book has a particular emphasis on the innovative role that social networks play in systems change. The social systems engaged in this volume cut across a wide array of stakeholder groups, ranging from student learners, pre-service/in-service teachers, administrators, community leaders, and out to organizations and communities that reflect well beyond the education sector, showcasing diverse perspectives from multiple areas and international settings.Bringing together 32 distinguished scholars from Australia, Canada, Germany, Hong Kong, New Zealand, Norway, Spain, Taiwan, the UK and the USA, this book explores the use of social networks in education across different contexts and settings, connecting it with leadership practice that works at these settings for change. The contributors also examine online and virtual social behaviors and their connections to face to face networks. Ultimately, the volume showcases that leadership is social influence through examining a variety of social systems through social relationships.In addition to the breadth of studies connecting innovative leadership research to practice in this volume, the contributors also explore a new area of social networks and leadership by examining online and virtual social behaviors and their connections to face to face networks. Ultimately, the selected chapters in this volume make the point that “leadership is social influence” through examining a variety of social systems through social relationships.
383 kr
Skickas inom 10-15 vardagar
Highlighting leadership from a social and relational perspective, this book has a particular emphasis on the innovative role that social networks play in systems change. The social systems engaged in this volume cut across a wide array of stakeholder groups, ranging from student learners, pre-service/in-service teachers, administrators, community leaders, and out to organizations and communities that reflect well beyond the education sector, showcasing diverse perspectives from multiple areas and international settings.Bringing together 32 distinguished scholars from Australia, Canada, Germany, Hong Kong, New Zealand, Norway, Spain, Taiwan, the UK and the USA, this book explores the use of social networks in education across different contexts and settings, connecting it with leadership practice that works at these settings for change. The contributors also examine online and virtual social behaviors and their connections to face to face networks. Ultimately, the volume showcases that leadership is social influence through examining a variety of social systems through social relationships.In addition to the breadth of studies connecting innovative leadership research to practice in this volume, the contributors also explore a new area of social networks and leadership by examining online and virtual social behaviors and their connections to face to face networks. Ultimately, the selected chapters in this volume make the point that “leadership is social influence” through examining a variety of social systems through social relationships.
1 175 kr
Skickas inom 10-15 vardagar
This book explores a range of issues related to minority educational leaders' role in their society, in particular those working in a divided society under conflict.The political and cultural challenges faced by minorities in divided societies raise the specific and important need to study leadership from a new perspective, based on the leaders' role in their society and community, and on their role in leveraging their school toward integration in their society while staying aligned with environmental changes.The authors present a new theoretical framework of "leadership for society" with practical implications for effective leadership in complex societies. The book also develops our understanding of minority education in the reality of conflicts between the state and the minority's identity. The authors believe that school leaders’ participation in the extended community will improve and affect the development of schools and enable leaders to negotiate cultural, social and political complexities.
- Nyhet
471 kr
Kommande
This book explores a range of issues related to minority educational leaders' role in their society, in particular those working in a divided society under conflict.The political and cultural challenges faced by minorities in divided societies raise the specific and important need to study leadership from a new perspective, based on the leaders' role in their society and community, and on their role in leveraging their school toward integration in their society while staying aligned with environmental changes.The authors present a new theoretical framework of "leadership for society" with practical implications for effective leadership in complex societies. The book also develops our understanding of minority education in the reality of conflicts between the state and the minority's identity. The authors believe that school leaders’ participation in the extended community will improve and affect the development of schools and enable leaders to negotiate cultural, social and political complexities.
Equity and Influence in the Funding of Schools
Critical Moments in Australian Education Policy
Inbunden, Engelska, 2025
1 175 kr
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This book traces the policymaking processes of the Review of Funding for Schooling (2011), which fundamentally changed school funding policy in Australia. School funding is a key element of any equitable school system. This is because the distribution of government funding for schooling leads to significant differences in the educational opportunities available for individual students, schools, and communities. The book shows that although education policy is often thought about as an abstract process, it is a series of small critical moments that create the policy and progress implementation towards or away from equity in school funding. Sinclair offers a new theory for understanding and then impacting in real-time the policymaking process towards equity in school funding, the “critical moments theory”. In doing so, he identifies where education leaders, teachers, policymakers, scholars, and community members all have the agency to influence policy from conceptualisation to implementation.
- Nyhet
Equity and Influence in the Funding of Schools
Critical Moments in Australian Education Policy
Häftad, Engelska, 2026
514 kr
Kommande
This book traces the policymaking processes of the Review of Funding for Schooling (2011), which fundamentally changed school funding policy in Australia. School funding is a key element of any equitable school system. This is because the distribution of government funding for schooling leads to significant differences in the educational opportunities available for individual students, schools, and communities. The book shows that although education policy is often thought about as an abstract process, it is a series of small critical moments that create the policy and progress implementation towards or away from equity in school funding. Sinclair offers a new theory for understanding and then impacting in real-time the policymaking process towards equity in school funding, the “critical moments theory”. In doing so, he identifies where education leaders, teachers, policymakers, scholars, and community members all have the agency to influence policy from conceptualisation to implementation.
Improving the Relational Space of Curriculum Realisation
Social Network Interventions
Häftad, Engelska, 2023
517 kr
Skickas inom 7-10 vardagar
In educational policy, research and practice circles, there has been much attention in recent times to the power and potential of social networks for supporting educational improvement. Improving the Relational Space of Curriculum Realisation foregrounds the potential of the relational space, and its improvement, in the context of curriculum realisation in particular.Curriculum reform is a key lever in systems’ efforts to meet ambitious goals for student achievement, progress and wellbeing. Both large-scale reform and school-level curriculum change present learning demands for school leaders and teachers alike, and they simultaneously give rise to challenges and opportunities for those charged with giving effect to them. The authors highlight the role of social capital in addressing those demands, challenges, and opportunities, emphasising the need to improve the relational space within which curriculum change takes place.Improving the Relational Space of Curriculum Realisation outlines an approach to intervention that helps educators solve problematic patterns in their networks, leverage resources better within and across school networks, and embed relational conditions that are conducive to ambitious curriculum goals being realised.
351 kr
Skickas inom 7-10 vardagar
Social Network Theory and Educational Change offers a provocative and fascinating exploration of how social networks in schools can impede or facilitate the work of education reform. Drawing on the work of leading scholars, the book comprises a series of studies examining networks among teachers and school leaders, contrasting formal and informal organizational structures, and exploring the mechanisms by which ideas, information, and influence flow from person to person and group to group. The case studies provided in the book reflect a rich variety of approaches and methodologies, showcasing the range and power of this dynamic new mode of analysis. An introductory chapter places social network theory in context and explains the basic tools and concepts, while a concluding chapter points toward new directions in the field. Taken together, they make a powerful statement: that the success or failure of education reform ultimately is not solely the result of technical plans and blueprints, but of the relational ties that support or constrain the pace, depth, and direction of change. This unique volume provides an invaluable introduction to an emerging and increasingly important field of education research.
Using Research Evidence in Education
From the Schoolhouse Door to Capitol Hill
Inbunden, Engelska, 2014
1 753 kr
Skickas inom 10-15 vardagar
Using Research Evidence in Education
1 753 kr
Skickas inom 10-15 vardagar
This book includes a set of rigorous and accessible studies on the topic of “research evidence” from a variety of levels and educational vantage points. It also provides the reader with thoughtful commentaries from leading thinkers in the field. The complex process of acquiring, interpreting, and using research evidence makes for a rich and under examined area in educational research, practice and policymaking. Policy makers, practitioners and scholars are in need of additional knowledge and practical steps in terms of the uptake of evidence into practice. In addition, sharpening understanding in terms of the ways in which research evidence is shaped or adapted at different educational levels (school, district, state, federal) as well the factors that support or constrain the acquisition and use of research evidence is of immediate use. While professional support for evidence-based practice in schools has never been stronger, credible research has found only weak large-scale effects. This book provides us with key insights about the nature of this problem and a comprehensive approach to its solution; it is a major step toward realizing the considerable potential for school improvement of reciprocal working relationships among policy, practice and research communities. Ken Leithwood, Emeritus Professor, OISE/University of TorontoThe problem of scant research use at school sites is old, but the federal to classroom level scope of this book is unique. The authors' analysis of the current status leads to despair, but they provide a clear and compelling path forward. Michael Kirst, Professor Emeritus, Stanford University; President, California State Board of Education.We have come a long way since the linear "Research, Dissemination, Utilization" models of knowledge use of the 1970s and 80s. Each chapter in this book lays out new directions for understanding how individuals, relationships andsystems advance or impede the movement of new ideas into policy/practice. Taken together, they redefine knowledge use as a dynamic process that affects and is affected by specific characteristics of the social structures in which is occurs. It is a "must read" both for those interested in educational change and organizational theory. Karen Seashore Louis, Regents Professor, University of Minnesota