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International Handbook of Educational Leadership and Administration

  • Book
  • © 1996

Overview

Editors:
  1. Kenneth Leithwood

    1. Ontario Institute for Studies in Education, Canada

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  2. Judith Chapman

    1. University of Western Australia, Australia

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  3. David Corson

    1. Ontario Institute for Studies in Education, Canada

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  4. Philip Hallinger

    1. Vanderbilt University, USA

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  5. Ann Hart

    1. University of Utah, USA

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Part of the book series: Springer International Handbooks of Education (SIHE, volume 1)

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Table of contents (32 chapters)

  1. Front Matter

    Pages i-xxii
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  2. Introduction

    1. Introduction

      • Kenneth Leithwood, Judith Chapman, David Corson, Philip Hallinger, Ann Hart
      Pages 1-25

  3. The Context for Educational Leadership and Administration

    1. Front Matter

      Pages N1-N1
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    2. A New Agenda for a New Society

      • Judith Chapman
      Pages 27-59

    3. Law and the Courts

      • Ann R. Shorten
      Pages 61-90

    4. Education and the Concept of Knowledge: Implications for the Curriculum and Leadership

      • David N. Aspin
      Pages 91-134

    5. Dilemmas for School Leaders and Administrators in Restructuring

      • Clive Dimmock
      Pages 135-170

    6. Education Reform, Management Approaches and Teacher Unions

      • Michael Barber
      Pages 171-194

    7. Beyond the Boundaries: Principals, Parents and Communities Shaping the School Environment

      • Ellen B. Goldring, Anna V. Sullivan
      Pages 195-222

    8. Leadership in a Changing World

      • John Macbeath, Lejf Moos, Kathryn Riley
      Pages 223-250

  4. The Development of Educational Leadership and Administration

    1. Front Matter

      Pages N2-N2
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    2. New Directions in the Preparation of Educational Leaders

      • Paul V. Bredeson
      Pages 251-277

    3. Recruitment and Selection of Educational Administrators: Priorities for Today’s Schools

      • Diana G. Pounder, I. Phillip Young
      Pages 279-308

    4. Developing Successful School Leaders

      • Ann Weaver Hart, Dick Weindling
      Pages 309-336

    5. Women’s Place in Educational Administration: Past, Present, and Future

      • Patricia A. Schmuck
      Pages 337-367

    6. Role-Based Evaluation of Principals: Developing an Appraisal System

      • Naftaly S. Glasman, Ronald H. Heck
      Pages 369-394

    7. Leadership: Roles or Functions?

      • William A. Firestone
      Pages 395-418

    8. Professional Growth and Development

      • Pekka Ruohotie
      Pages 419-445

  5. Cognitive Perspectives on Educational Leadership and Administration

    1. Front Matter

      Pages N3-N3
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    2. Research Outside the Field of Education

      • Richard K. Wagner, Rufus Lynn Carter
      Pages 447-476
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Keywords

About this book

EDITORS This introduction to the International Handbook of Educational Lead­ ership and Administration describes some of the motivation for devel­ oping the book and several assumptions on which is based much of the work represented in its 31 chapters. A synopsis of the contents of those chapters is also provided. SOME KEY ASSUMPTIONS It is sometimes suggested that the search for an adequate understanding of leadership is doomed to fail. After all, there is little evidence of agreement about the concept in spite of prodigious efforts dating back hundreds if not thousands of years. Such a view is captured, for exam­ ple, in Bennis' observation that: Of all the hazy and confounding areas in social psychology, leadership theory undoubtedly contends for top nomination. Probably more has been written and less is known about lead­ ership than any other topic in the behavioural sciences. (1959, page 259) We do not find this state of affairs discouraging (nor entirely accurate) and, of course, it did not prevent Bennis from proceeding either. One reason for our desire to continue in the face of such discouraging words is that a great deal of leadership research aspires to develop a general theory, a theory which applies to all or most domains of organized human activity. This aspiration inevitably produces decontextualized and, therefore, abstract categories of practice. Howard Gardner's (1995) depiction of leadership as story telling is a case in point.

Reviews

"The Literature reviews are extensive and penetrating. The volume effectively illuminates the problems, paradoxes, and possibilities of school leadership and will serve as a valuable reference for scholars, students and practioners in the fields of education admnistration, leadership and policy."

Diane R. Dean, The Review of Higher Eucation Summer 2004

Editors and Affiliations

  • Ontario Institute for Studies in Education, Canada

    Kenneth Leithwood, David Corson

  • University of Western Australia, Australia

    Judith Chapman

  • Vanderbilt University, USA

    Philip Hallinger

  • University of Utah, USA

    Ann Hart

Bibliographic Information

  • Book Title: International Handbook of Educational Leadership and Administration

  • Editors: Kenneth Leithwood, Judith Chapman, David Corson, Philip Hallinger, Ann Hart

  • Series Title: Springer International Handbooks of Education

  • DOI: https://doi.org/10.1007/978-94-009-1573-2

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media New York 1996

  • Hardcover ISBN: 978-0-7923-3530-6Due: 30 April 1996

  • Softcover ISBN: 978-94-010-7203-8Published: 14 October 2011

  • eBook ISBN: 978-94-009-1573-2Published: 06 December 2012

  • Series ISSN: 2197-1951

  • Series E-ISSN: 2197-196X

  • Edition Number: 1

  • Number of Pages: XLIV, 1176

  • Number of Illustrations: 3 b/w illustrations

  • Topics: Administration, Organization and Leadership, Curriculum Studies

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