Rethinking Educational Leadership: Challenging the Conventions (Published in association with the British Educational Leadership and Management Society) PDF
Preview Rethinking Educational Leadership: Challenging the Conventions (Published in association with the British Educational Leadership and Management Society)
Rethinking Educational Leadership C h a l l e n g i n g t h e C o n v e n t i o n s Nigel Bennett & Lesley Anderson eBook covers_pj orange.indd 2 29/1/08 8:00:57 pm Rethinking Educational Leadership Published in Association with the British Educational Leadership, Management and Administration Society This series of books published for BELMAS aims to be directly relevant to the concerns and professional development needs of emergent leaders and experi- enced leaders in schools. The series editors are Professor Harry Tomlinson, Leeds Metropolitian University and Dr Hugh Busher, School of Education, University of Leicester. Titles include: Developing Educational Leadership: Using Evidence for Policy and Practice (2003) Edited by Lesley Anderson & Nigel Bennett Performance Management in Education: Improving Practice (2002) Jenny Reeves, Pauline Smith, Harry Tomlinson and Christine Ford Strategic Management for School Development: Leading your School’s Improvement Strategy (2002) Brian Fidler Subject Leadership and School Improvement (2000) Hugh Busher and Alma Harris with Christine Wise Living Headship: Values and Vision (1999) Edited by Harry Tomlinson School Culture (1999) Edited by Jon Prosser School Improvement After Inspection? School and LEA Responses (1998) Edited by Peter Earley Policy, Leadership and Professional Knowledge in Education (1998) Edited by Michael Strain, Bill Dennison, Janet Ouston and Valerie Hall Managing Continuous Professional Development in Schools (1997) Edited by Harry Tomlinson Choices for Self-managing Schools: Autonomy and Accountability (1997) Edited by Brian Fidler, Sheila Russell and Tim Simkins Rethinking Educational Leadership Challenging the Conventions Edited by Nigel Bennett and Lesley Anderson SAGE Publications London • Thousand Oaks • New Delhi Introduction and editorial material © Nigel Chapter 7 © Lynne M. Hannay 2003 Bennett and Lesley Anderson 2003 Chapter 8 © Jane McGregor 2003 Chapter 1 © J. Tim Goddard 2003 Chapter 9 © Christine Wise 2003 Chapter 2 © Rodney T. Ogawa 2003 Chapter 10 © John O’Neill 2003 Chapter 3 © Ian E. Morley and Dian-Marie Chapter 11 © Nigel Bennett 2003 Hosking 2003 Chapter 12 © Peter Ribbins 2003 Chapter 4 © Peter Gronn 2003 Chapter 13 © Helen Gunter 2003 Chapter 5 © Megan Crawford 2003 Chapter 6 © Alma Harris and Christopher Day 2003 First published 2003 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Inquiries concerning reproduction outside those terms should be sent to the publishers. SAGE Publications Ltd 6 Bonhill Street London EC2A 4PU SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B-42, Panchsheel Enclave Post Box 4109 New Delhi - 100 017 Library of Congress Control Number: 2003101545 A catalogue record for this book is available from the British Library ISBN 0 7619 4924 0 ISBN 0 7619 4925 9 (pbk) Typeset by C&M Digitals (P) Ltd., Chennai, India Printed by Athenaeum Press, Gateshead Contents Acknowledgements vii Series Editor’s Preface viii Biographical Notes ix Introduction: Rethinking Educational Leadership – Challenging the Conventions 1 Nigel Bennett and Lesley Anderson Section 1: Laying Out the Perspectives 9 1 Leadership in the (Post)Modern Era 11 J. Tim Goddard 2 Embracing Uncertainty: Organizing and Leading to Enhance the Knowledgeability and Capability of Teachers 27 Rodney T. Ogawa 3 Leadership, Learning and Negotiation in a Social Psychology of Organizing 43 Ian E. Morley and Dian-Marie Hosking 4 Distributing and Intensifying School Leadership 60 Peter Gronn Section 2: The Perspectives in Practice 75 5 Challenging Circumstances: The Role of Distributed and Intensified Leadership 77 Megan Crawford 6 From Singular to Plural? Challenging the Orthodoxy of School Leadership 89 Alma Harris and Christopher Day vi CONTENTS 7 Developing Alternative Conceptions of Leadership and Organizations through Restructuring 100 Lynne M. Hannay 8 Collaboration in Communities of Practice 113 Jane McGregor 9 Leaders of Subject Communities 131 Christine Wise 10 Understanding Curriculum Leadership in the Secondary School 143 John O’Neill Section 3: The Perspectives and Professional Development 157 11 Assessing the Impact on Practice of Professional Development Activities 159 Nigel Bennett 12 Preparing for Leadership in Education: In Search of Wisdom 171 Peter Ribbins Section 4: Review And Overview 185 13 Comparing and Contrasting the Perspectives: Mapping the Field of Educational Leadership 187 Helen Gunter Index 201 Acknowledgements We wish to express our sincere thanks to Tina McCay for her work on this manuscript and to Marianne Lagrange and Saleha Nessa of Sage Publications for their support and assistance throughout the preparation of the book. We also gratefully acknowledge the financial support provided by BELMAS for the preparation of the index. Series Editor’s Preface Nigel Bennett and Lesley Anderson were instrumental in organizing the highly successful BELMAS (British Educational Leadership Management and Admini- stration Society) International Research Conference in 2000. The conference papers have been revized and restructured to provide two complementary edited books, the first on evidence-informed practice, and this book Rethinking Educational Leadership: Challenging the Conventions. The two editors have asked the authors to rewrite their conference papers to more fully address the themes of this book. Four of the chapters were specially commissioned for this book. Educational leadership has been given even higher political and educa- tional priority by the establishment of a National College for School Leadership and plans for the provision of similar support for further education leaders and leadership. In this centralizing context it is particularly important that conven- tional thinking on leadership is challenged. The authors who have contributed to this book are all leading thinkers internationally. The introduction explores the current context and debate about leaders and leadership. The first section presents four alternatives to the current conventional theorizing about educational leadership. The second section explores the significance of these four models by asking six leading researchers to consider their empirical research evidence and its relationship to them. In section 3 the two chapters examine the implications of alternative views of leadership for professional preparation. The final chapter offers a critique of all the theoretical perspectives and attempts to structure their relationships through a mapping process. There is a right, and indeed a neces- sity, to challenge the approved in a political context where the rhetoric is of empowerment but the practice is greater authoritarianism. Given the central significance of leadership, and a tendency to devalue theory and research, Nigel Bennett and Lesley Anderson are to be congratulated on providing a collection which has such a clear, simple and effective structure, and on edit- ing and focusing so successfully a book which should be read by all those who might otherwise accept the current orthodoxy. That means those who exercise educational leadership. Professor Harry Tomlinson Biographical Notes Lesley Anderson is a Lecturer in the Centre for Educational Policy and Management at the Open University. Nigel Bennett is a Senior Lecturer in the Centre for Educational Policy and Management at the Open University. Megan Crawford is a Senior Lecturer in School and Teacher Development at the University of Warwick. Christopher Day is Professor of Education and Co-director of the Centre for Research on Teacher and School Development at the School of Education, University of Nottingham. Peter Gronn is currently Associate Dean (Development) in the Faculty of Education, Monash University, Melbourne. J. Tim Goddard is an associate professor in the Graduate Division of Educational Research, Faculty of Education, University of Calgary. Helen Gunter is Reader in Educational Leadership and Management in the School of Education at the University of Birmingham. Lynne M. Hannay is Professor in the Department of Theory and Policy Studies in Education and Head of the Midwestern Field Centre at the Ontario Institute for Studies of Education of the University of Toronto. Alma Harris is Professor of School Leadership and Director of the Leadership, Policy and Improvement Unit at the Institute of Education, University of Warwick. Dian-Marie Hosking is Professor of Development and Change in the Department of Organizational Studies, the University of Tilburg, Netherlands. Jane McGregor was a secondary school teacher for many years before being awarded the TES Research Fellowship in Educational Policy at Lucy Cavendish College Cambridge. She is now completing a PhD at the Open University.
The list of books you might like
