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Jsl Vol 11-N1

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The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.

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Teacher Leadership in Professional Development Schools: Emerging Conceptions, Identities, and Practices

ePub

ABSTRACT: This is a study of emerging teacher leadership in professional development schools. Twelve teachers describe how they reconceptualized leadership as they gained new experiences, confidence, and shifted their identities as teachers by working with colleagues within the school and in the university. These emerging leaders assumed responsibilities for school change and evoked leadership in others. They learned that engaging and persuading people in their schools to move toward change went beyond simply getting the job done. The findings reframe traditional notions of leadership from role and authority dependent to reciprocal, purposeful learning among adults in community. These new conceptions enabled participants to develop approaches whereby power, authority, responsibility, and resources can be redistributed in classrooms, schools, districts, and social organizations.

Starting from the dock where you’re all tied up, you’re moored, you have four lines, and you take one line off at a time, and you wait until the winds are just right and everybody’s ready, and you do careful preparation, you do safety procedures …. Then you start leaving the snug harbor… there is a breakwater area … with protection like teacher support groups, your professors, your master teachers and all of that…. It takes a little while to get out [and when you do] the wakes from the other boats start arriving from outside the breakwater. The farther you go, the rougher the waters get, and even though you set your course, you’re constantly renavigating, deciding. Sometimes you have the charts to help you along. Charts aren’t always correct. There are some buoys against which you bump or which guide you through some narrow straits … and then you get out into the open ocean, and once you go under the bridge, whoa, you’d better be a good sailor, you’d better know what you’re doing. Keep constantly in mind all the safety precautions, know where your life vest is and be prepared.

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Influence Strategies of Principals: Ordinary Times Compared With Times of Change

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ABSTRACT: The following study examined whether principals utilized flexible influence strategies under changing circumstances. More specifically, it investigated the fundamental influence strategies principals used to affect teachers in regular times compared with times of change. It also examined the relationships between distinct influence strategies and the effectiveness of the organizational change. Subjects were 450 Israeli teachers. The results indicate that principals acted mainly through an informal and less directive orientation of influence both in ordinary times and in times of change. The results also suggest that although support and involvement in decision making proved significant contributors to change effectiveness, those influence strategies were used less by principals during the process of change than in ordinary times. Nevertheless, the findings highlight the readiness of principals to utilize a more-participative influence approach. These results are discussed in regard to current reform efforts in school education.

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The Power of Trust: Teams and Collective Action in Self-Managed Schools

ePub

ABSTRACT: Trust is a significant factor in collective action. This article delineates the concept of trust in collective action in the self-managed school context. A composite case is provided to illustrate the valence of trust as a critical element in effective teamwork. A series of propositions implicit in the case is suggested in order to increase comprehension of the complex phenomenon of trust and suggest alternative directions for future inquiry.

School reform may be viewed as a conscious, deliberate, and collaborative effort to improve the operations of a human system. It is an effort to radically modify organizational modus operandi, authority structures, program activities, and the normative culture of an operating enterprise—the school—usually allowing no downtime for adjustments in the attitudes and behavioral repertoires of school personnel. Reports of experiences with school restructuring and reform have provided some instructive lessons about participants and change. For example, research on restructuring and change involving a large urban school district (Lieberman, 1991) suggests that interactions in the process of change are as important as the substance of change. Participants in change processes may gain skills essential for the development of productive relationships. Teams involving parents, teachers, administrators, and community members may build essential trust-based relational repertoires as they deal, concurrently, with a series of immediate and long-range problems.

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Voices From the Field

ePub

ABSTRACT: As a very poor developing country, Honduras offers unlimited opportunities for service learning. In one Honduran bicultural school, service learning has taken hold as part of the school’s culture. The transformational potential of service learning among privileged children in developing countries is pronounced, as in our case these individuals will likely become the political, economic, and social leaders of Honduras, and will literally shape its future.

Like many developing countries, Honduras is a land of disparities. Areas with stunning natural beauty contrast with the pollution and decrepit squalor in the two major cities. Aggressive economic exploitation results in phenomenal wealth for a few families, while the lack of institutional foresight toward protecting/preserving resources or providing a stable basis for long-term employment condemns the vast impoverished population to continued suffering. Almost everywhere one looks in the capital city of Tegucigalpa, people enduring bitter poverty are juxtaposed against—and quite literally coexisting beside—those enjoying rapidly accumulated, staggering wealth.

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A Transforming Process in Honduras: Implementing Service Learning With Privileged Children

ePub

ABSTRACT: As a very poor developing country, Honduras offers unlimited opportunities for service learning. In one Honduran bicultural school, service learning has taken hold as part of the school’s culture. The transformational potential of service learning among privileged children in developing countries is pronounced, as in our case these individuals will likely become the political, economic, and social leaders of Honduras, and will literally shape its future.

Like many developing countries, Honduras is a land of disparities. Areas with stunning natural beauty contrast with the pollution and decrepit squalor in the two major cities. Aggressive economic exploitation results in phenomenal wealth for a few families, while the lack of institutional foresight toward protecting/preserving resources or providing a stable basis for long-term employment condemns the vast impoverished population to continued suffering. Almost everywhere one looks in the capital city of Tegucigalpa, people enduring bitter poverty are juxtaposed against—and quite literally coexisting beside—those enjoying rapidly accumulated, staggering wealth.

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