International Handbook of Educational Leadership and Administration: Part1–2 PDF
Preview International Handbook of Educational Leadership and Administration: Part1–2
llnBRNATIONALHANDBOOKOFEDUCATIONALLEADERSHW AND ADMINISTRATION Kluwer International Handbooks of Education VOLUME 1 International Handbook of Educational Leadership and Administration Part 1 Edited by Kenneth Leithwood Ontario Institute for Studies in Education, Canada Judith Chapman University ofW estern Australia David Corson Ontario Institute for Studies in Education, Canada Philip Hallinger Vanderbilt University, U.SA. Ann Hart University of Utah, U.S.A. KLUWER ACADEMIC PUBLISHERS DORDRECHT / BOSTON / LONDON A C.I.P. Catalogue record for this book is available from the Library of Congress ISBN-13: 978-94-010-7203-8 e-ISBN-13: 978-94-009-1573-2 DOl: 10.1007/978-94-009-1573-2 Published by Kluwer Academic Publishers, P.O. Box 17,3300 AA Dordrecht, The Netherlands. Kluwer Academic Publishers incorporates the publishing programmes of D. Reidel, Martinus Nijhoff, Dr W. Junk and MTP Press. Sold and distributed in the U.S.A. and Canada by Kluwer Academic Publishers, 101 Philip Drive, Norwell, MA 02061, U.S.A. In all other countries, sold and distributed by Kluwer Academic Publishers Group, P.O. Box 322, 3300 AH Dordrecht, The Netherlands. Printed on acid-free paper All Rights Reserved © 1996 Kluwer Academic Publishers Softcover reprint of the hardcover 1st edition 1996 No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without written permission from the copyright owner. Table of Contents Introduction 1 SECTION 1: THE CONTEXT FOR EDUCATIONAL LEADERSHIP AND ADMINISTRATION (JUDITH CHAPMAN - SECTION EDITOR) CHAPTER 1: A NEW AGENDA FORA NEW SOCIETY 27 The Policy Context: The Learning Society and Knowledge Economy 27 The Concept of Life Long Learning 27 Provision of Life Long Learning: The Discrepancy Between Conception and Practice 31 Helping People Start Right on the Journey of Life Long Learning 33 The Governance, Management and Financing of Schools and School Systems 33 New Administrative Relationships in Schooling: Autonomy, Mutuality and the Public Good 36 Schools as Learning Organizations 42 Curriculum 46 Learning and Thinking 48 New Learning Technologies 50 Redefining the Place to Learn 52 The Learning Society and the Education Profession 54 References 57 CHAPTER 2: LA WAND THE COURTS 61 Introduction 61 Sources of Law for Education 62 The Influence of Statute Law 63 The Influence of the Common Law 64 The Influence of the Legal Culture of the Jurisdiction 65 Education, Law and the Courts: Some Examples 67 A Constitutional Issue: State Aid to Denominational Schools 67 Human Rights Legislation and Education 71 v vi The Statutory Framework of Education: Authority and Control 73 Litigation in Education 78 Conclusion 82 Acknowledgement 83 Footnotes 84 CHAPTER 3: EDUCATION AND THE CONCEPT OF KNOWLEDGE: IMPLICATIONS FOR THE CURRICULUM AND LEADERSHIP 91 Introduction: The Design and Implementation of Reforms Conceived to Achieve the Goals of Schooling 91 An Overview of the Chapter 91 Some Key Epistemological Questions and Issues for the Debate About Curricula in Quality Schools 95 Conceptions of Knowledge 96 Implications for the Education of Leaders 98 Some Recent Approaches to the Construction of Curricula and the Selection of Curriculum Content 99 Instrumental Education 99 Curriculum Implications 100 Implications for the Education of Leaders 100 'Entitlement' Education 101 Curriculum Implications 102 Implications for the Education of Leaders 102 Liberal Education for Human Rationality 104 Curriculum Implications 105 Implications for the Education of Leaders 106 Common Features of Such Curricula: A Criticism 107 Contrary Views: Subjectivism, Neo-marxism and Constructivism 108 Implications for Schooling and the Construction of Curricula 110 Constructivism 112 Criticisms of Historicism, Subjectivism and Relativism 113 A Functional Alternative 115 The Need for Reference to Recent Changes and Advances in Epistemology 116 The Concept of Knowledge 117 Post-empiricist Approaches to Knowledge 119 Examples of Curriculum Problems 121 vii Towards an Integrative Perspective 122 A Basis for Curriculum Planning in the Democratic School 125 Implications for the Preparation of Educational Leaders 126 The Moral Imperative 128 Conclusion 130 Acknowledgments 131 References 131 CHAPTER 4: DILEMMAS FOR SCHOOL LEADERS AND ADMINISTRATORS IN RESTRUCTURING 135 The Context of Restructuring 136 Restructuring, School Leaders and a Social Cognitive Approach to Dilemmas 139 The Nature of Dilemmas: Towards a Conceptualization 141 Dilemmas for School Leaders in Restructuring 145 Leadership, Role and Position (States of Mind) 149 Dilemmas Based on Specific Issues 157 Purposes and Functions of Schooling 157 Structures and Processes 158 Human Resource Management 159 Curriculum, Teaching and Learning 160 Resources 161 School Leader Reactions to Restructuring Dilemmas 162 Developing School Leaders' Framing of Dilemmas 165 Conclusions 167 References 168 CHAPTER 5: EDUCATION REFORM, MANAGEMENT APPROACHESAND TEACHER UNIONS 171 Introduction 171 General Context 173 Reform and Restructuring: The Context of the Late 20th Century 178 The Union Response 184 Conclusion 192 References 193 viii CHAPTER 6: BEYOND THE BOUNDARIES: PRINCIPALS, PARENTS AND COMMUNITIES SHAPING THE SCHOOL ENVIRONMENT 195 Introduction 195 Overview: Changing School Environments - Changing Leadership Roles 196 Empowering Trends for Parents and Communities 199 Parental Empowerment: Beyond Involvement 200 Parental Choice 202 Community School Linked Services 205 Challenges for the Environmental Leader 207 The Principal and the In-school Community 208 Balancing the External Environment 210 The Principal as Link Between the Internal and the External Environments 213 Summary: Balancing the New School Environment 214 Footnotes 217 References 217 CHAPTER 7: LEADERSHIP IN A CHANGING WORLD 223 The Global Context 223 Shifts at National Government Level 225 Schools and the Labour Market 227 Change is not what it used to be 228 The Rediscovery of Old Values 230 Involving Parents 231 Managing New Forms of Partnership 233 The Self-improving School 236 What do Headteachers do? 237 Leadership for a New Order 242 Back to the Future 246 References 248 ix SECTION 2: THE DEVELOPMENT OF EDUCATIONAL LEADERSHIP AND ADMINISTRATION (ANN WEAVER HART - SECTION EDITOR) CHAPTER 8: NEW DIRECTIONS IN THE PREPARATION OF EDUCATIONAL LEADERS 251 Introduction 251 A Brief History of University-based Preparation Programs for School Administrators 252 The Context of Reform in Administrator Preparation Programs 254 Emerging Trends in the Formal Preparation of Educational Leaders 257 Responses to Criticisms of Recruitment and Selection Processes 258 Responses to Criticisms of Program Content 261 Responses to Criticisms of Program Delivery and Standards of Performance for Students 266 Responses to Criticisms of the Selection, Employment, and Professional Development of School Administrators 271 Conclusion 272 Footnotes 274 References 274 CHAPTER 9: RECRUITMENT AND SELECTION OF EDUCATIONAL ADMINISTRATORS: PRIORITIES FOR TODA Y'S SCHOOLS 279 Introduction 279 Factors Influencing Administrative Roles 279 Educational Initiatives and Leadership Reconceptualization 280 Student Characteristics 282 Administrator Recruitment 285 Recruitment Information and Applicant Attraction 288 Recruiter Characteristics 292 Applicant Characteristics 294 Administrator Selection 294 Selection Interview Research 295 Administrator Practices 297 Assessment Centres 298 x Implications for Administrator Selection 300 Conclusions 304 Footnotes 304 References 305 CHAPTER 10: DEVELOPING SUCCESSFUL SCHOOL LEADERS 309 School Leader Preparation 310 Pre-appointment Emphasis 311 Post-appointment Emphasis 311 Experience Versus Formal Study 314 Professional and Organizational Socialization 314 The Secondary Head Teachers Project 316 Organizational Socialization: Maximizing Benefits 317 Interdependence 320 The School: A Source of Leader Influence 323 Tapping the Power of the Context 324 Stages of Socialization 326 Encounter and Confrontation 326 Accommodation and Integration 328 Stabilization - Educational Leadership and Professional Actualization 328 Outcomes or Effects 329 Summary and Implications 330 Footnotes 332 References 332 CHAPTER 11: WOMEN'S PLACE IN EDUCATIONAL ADMINISTRATION: PAST, PRESENT, AND FUTURE 337 Historical Antecedents to Women's Current Place in Educational Administration 337 Girls' Access to Public Education and Early Women Administrators 338 Women's Role as School Administrators: The Rise of Advocacy Groups 340 1920-1970: The Dormant Feminist Movement 341 The Rise of Advocacy for Women in Educational Administration 343 Women's Place in Educational Leadership Today 344
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