Educational Leadership: Context, Strategy and Collaboration
Publication Year: 2012
Drawing together current thinking and research by leading writers in the field, Educational Leadership will help you to understand and critically analyze key strategic aspects of educational leadership, including: leadership perspectives and values; external and internal contexts; autonomy and accountability; partnership and collaboration; leading strategy and change
The book explores major challenges for educational leaders in managing the increasingly permeable boundary between educational organizations and their external contexts, and reconciling environmental expectations and internal priorities. It will encourage you to positively problematize the field and reflect on current debates and issues.
This book is an essential resource for providers and students of graduate courses in educational leadership and management, as well as those involved in undertaking professional development programs. It will also serve the reflective practitioner as ...
- Front Matter
- Subject Index
Part 1: Leadership Theories and Values
- Chapter 1: An Overview of the Leadership Discourses
- Chapter 2: From Successful School Leadership Towards Distributed Leadership
- Chapter 3: Leading with Moral Purpose: The Place of Ethics
- Chapter 4: Emotional Intelligence, Emotional Labour and Affective Leadership
Part 2: Strategic Leadership and Managing Change
- Chapter 5: Concepts of Leadership in Organizational Change
- Chapter 6: The Nature and Dimensions of Strategic Leadership
- Chapter 7: The Strategy Lenses
- Chapter 8: The Practice of Leadership in the Messy World of Organizations
Part 3: Leadership in Context
- Chapter 9: Reframing the Role of Organizations in Policy Implementation: Resources for Practice, in Practice
- Chapter 10: Contextualizing Leader Dynamics: How Public Service Leaders Endeavour to Build Influence
- Chapter 11: Stories of Compliance and Subversion in a Prescriptive Policy Environment
- Chapter 12: Evaluation, Accountability, and Performance Measurement in National Education Systems: Trends, Methods, and Issues
- Chapter 13: ‘Blended Leadership’: Employee Perspectives on Effective Leadership in the UK Further Education Sector
- Chapter 14: Leadership for Diversity and Inclusion
Part 4: Partnerships and Collaboration
- Chapter 15: Reconfiguring Urban Leadership: Taking a Perspective on Community
- Chapter 16: Networks as Power Bases for School Improvement
- Chapter 17: Inter-Professional Work and Expertise: New Roles at the Boundaries of Schools
- Chapter 18: Approaches to System Leadership: Lessons Learned and Policy Pointers
Part 5: Looking to the Future
The Open University Masters in Education[Page ii]
This Reader forms part of Educational Leadership: context, strategy and collaboration, (E856), a major new 60-point module in the Masters in Education programme, and one of the two modules forming the specialist Leadership and Management qualification in the programme.
The Open University Masters in Education
The Open University Masters in Education is now firmly established as the most popular postgraduate degree for education professionals in Europe, with over 3000 students registered each year. It is designed particularly for those with experience of teaching, the advisory service, educational administration or allied fields. Specialist lines in leadership and management, applied linguistics and special needs/inclusive education are available within the programme. Successful study on the MA entitles students to apply for entry into the Open University Doctorate in Education programme.
Details of this programme and other Open University modules can be obtained from the Student Registration and Enquiry Service, The Open University, PO Box 197, Milton Keynes MK7 6BJ, United Kingdom; telephone: +44 (0) 845 300 6090; e-mail: firstname.lastname@example.org.
Alternatively, you may wish to visit the Open University website at http://www.open.ac.uk, where you can learn more about the wide range of modules and qualifications offered at all levels by The Open University.
Compilation, original and editorial material © The Open University 2012
First published 2012
The Open University
MK7 6AA United Kingdom
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. Enquiries concerning reproduction outside those terms should be sent to the publishers.
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- Chapter 1
- Western, S. (2008) ‘An overview of the leadership discourses’, chapters 12 and 13 in Western, S. Leadership: a critical text, London, Sage Publications Ltd. You may access the author's webpage at http://www.simonwestern.com
- Chapter 2
- Moos, L. (2010) ‘From successful school leadership towards distributed leadership’, Chapter 6 in Huber, S. (ed.) School Leadership: international perspectives, Dordrecht, Springer.
- Chapter 3
- Begley, P. (2010) ‘Leading with moral purpose: the place of ethics’, in Bush, T., Bell, L. and Middlewood, D. (eds) The Principles of Educational Leadership and Management, 2nd edition, London, Sage Publications Ltd.
- Chapter 4
- Commissioned chapter by Held, S. and McKinn, J. ‘Emotional intelligence, emotional labour and affective leadership’ based on a reworking of ‘Emotional intelligence, emotion and collaborative leadership’, Chapter 7 in McKimm, J. and Phillips, K. (eds) (2009) Leadership and Management in Integrated Services, Exeter, Learning Matters.
- Chapter 5
- Hickman, G. (2010) ‘Concepts of leadership in organizational change’, Chapter 3 in Hickman, G. Leading Change in Multiple Contexts, Thousand Oaks, California, Sage Publications Inc.
- Chapter 6
- Davies, B. and Davies, B.J. (2010) ‘The nature and dimensions of strategic leadership’, in International Studies in Educational Administration, Vol. 38, no. 1, pp 5–21. Printed with the kind permission of the Commonwealth Council for Educational Administration and Management (CCEAM).
- Chapter 7
- Johnson, G., Whittington, R. and Scholes, K. (2011) ‘The strategy lenses’, in Exploring Strategy, 9th edition, Pearson.
- Chapter 8
- Denis, J-L. et al. (2010) ‘The practice of leadership in the messy world of organizations’, in Leadership, Vol. 6, no. 1, pp. 67–88. London, Sage Publications Ltd.
- Chapter 9
- Spillane, J. et al. (2009) ‘Reframing the role of organizations in policy implementation’, Chapter 33 in Sykes, G. et al. (eds) Handbook of Education Policy Research, New York, Routledge (for the AERA). Reprinted by permission of the publisher (Taylor & Francis Ltd, http://www.informaworld.com).
- Chapter 10
- Wallace, M. and Tomlinson, M. (2010) ‘Contextualizing leader dynamics: how public service leaders endeavour to build influence’, in Leadership, Vol. 6, no. 1, pp. 21–45. London, Sage Publications Ltd.
- Chapter 11
- MacBeath, J. (2008) ‘Stories of compliance and subversion in a prescriptive policy environment’, in Educational Management, Administration and Leadership, Vol. 36, no. 1, pp.123–48. London, Sage Publications Ltd.
- Chapter 12
- Ryan, K. and Feller, I. (2009) ‘Evaluation, accountability, and performance measurement in national education systems’, Chapter 10 in Ryan, K. and Cousins, J. (eds) Sage International Handbook of Educational Evaluation, Thousand Oaks, California, Sage Publications Inc.
- Chapter 13
- Collinson, D. and Collinson, M. (2009) ‘“Blended leadership”: employee perspectives on effective leadership in the UK Further Education sector’, in Leadership, Vol. 5, no. 3, pp. 365–80. London, Sage Publications Ltd.
- Chapter 14
- Lumby, J. (2010) ‘Leadership for diversity and inclusion’, Chapter 12 in Bush, T., Bell, L. and Middlewood, D. (eds) The Principles of Educational Leadership and Management, 2nd edition, London, Sage Publications Ltd.
- Chapter 15
- Riley, K.A. (2009) ‘Reconfiguring urban leadership: taking a perspective on community’, in School Leadership and Management, Vol 29, no 1, pp. 51–63. Reprinted by permission of the publisher (Taylor & Francis Ltd, http://www.informaworld.com).
- Chapter 16
- Moore, T. and Kelly, M. (2009) ‘Networks as power bases for school improvement’, in School Leadership and Management, Vol. 29, no. 4, pp. 391–404. Reprinted by permission of the publisher (Taylor & Francis Ltd, http://www.informaworld.com).
- Chapter 17
- Edwards, A. et al. (2010) ‘Inter-professional work and expertise: new roles at the boundaries of schools’, in British Educational Research Journal, Vol. 36, no. 1, pp. 27–45. Reprinted by permission of the publisher (Taylor & Francis Ltd, http://www.informaworld.com).
- Chapter 18
- Pont, B. and Hopkins, D. (2008) ‘Approaches to system leadership: lessons learned and policy pointers’, Chapter 9 in OECD, Improving School Leadership: Volume 2: Case Studies on System Leadership, OECD Publishing.
- Chapter 19
- Commissioned chapter by Hatcher, R. ‘Leadership, participation and power in the school system’, drawing on two of his published articles in (2005) British Journal of Sociology of Education and (2008) Management in Education, London, Routledge and Sage Publications Ltd.
- Chapter 20
- Hargreaves, A. and Shirley, D. (2009) ‘The fourth way’, Chapter 4 in The Fourth Way: the inspiring future for educational change, Thousand Oaks, California, Corwin Press.
About the Editors[Page x]
Dr Margaret Preedy is a Senior Lecturer in the Department of Education at The Open University. Her research interests include school improvement, implementing change, and student attitudes towards education.
Professor Nigel Bennett is Emeritus Professor of Leadership and Management in Education at The Open University.
Dr Christine Wise is a Senior Lecturer in the Department of Education at The Open University. Her research interests include the role of middle leaders in education and the development of professional identity.