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Leadership in Diverse Learning Contexts

  • Book
  • © 2016

Overview

Editors:
  1. Greer Johnson

    1. Griffith University, Griffith Institute for Educational Resea, Mt Gravatt, Australia

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    You can also search for this editor in PubMed   Google Scholar

  2. Neil Dempster

    1. Griffith University, Griffith Institute for Educational Resea, Mt Gravatt, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Demonstrates leadership as an activity pursued by people wanting to make a difference in the lives of others for whom they have a particular responsibility
  • Informs policy initiatives for leadership learning and for distributive leadership in challenging circumstances
  • Throws light on the way leadership is shared and to what effect in formal and informal learning contexts
  • Includes supplementary material: sn.pub/extras

Part of the book series: Studies in Educational Leadership (SIEL, volume 22)

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Table of contents (21 chapters)

  1. Front Matter

    Pages i-xvi
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  2. Distributed Leadership: Theory and Practice

    1. Front Matter

      Pages 1-1
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    2. Distributed Leadership: Theory and Practice Dimensions in Systems, Schools, and Communities

      • Greer Johnson, Neil Dempster, Elizabeth Wheeley
      Pages 3-31

  3. Leadership and Systems

    1. Front Matter

      Pages 33-34
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    2. Turnaround School Leadership: From Paradigms to Promises

      • Ira Bogotch, Daniel Reyes-Guerra, Jennifer Freeland
      Pages 35-58

    3. Examining Policy Intersections: Democracy, Technologies, and the Implications for School Leadership

      • Kathryn Moyle
      Pages 59-78

    4. Leadership Learning: Blended Power

      • Neil Dempster
      Pages 79-91

    5. Multilevel Leadership for Assessment for Learning, and the Potential of Critical Friendship

      • Sue Swaffield
      Pages 93-108

    6. Utilising a Leadership Blueprint to Build the Capacity of Schools to Achieve Outcomes for Students with Autism Spectrum Disorder

      • Amanda Webster
      Pages 109-127

    7. Leadership, Learning, and Change in Post-Conflict Schools: Much Ado About a Lot

      • Simon Clarke, Tom O’Donoghue
      Pages 129-143

    8. School Leadership for Learning and Change: Progress of an Asian Agenda

      • Allan Walker, Philip Hallinger
      Pages 145-171

  4. Leadership in Schools

    1. Front Matter

      Pages 173-174
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    2. Leading with Moral Purpose: Teacher Leadership in Action

      • Joan Conway, Dorothy Andrews
      Pages 175-200

    3. To Lead or Not to Lead? That Is the Question

      • Susan Lovett
      Pages 201-219

    4. School Leadership in Assessment in an Environment of External Accountability: Developing an Assessment for Learning Culture

      • J. Joy Cumming, Graham S. Maxwell, Claire M. Wyatt-Smith
      Pages 221-237

    5. Shifting Practices and Frames: Literacy, Learning and Computer Games

      • Catherine Beavis, Joanne O’Mara
      Pages 239-253

    6. Distributed Leadership Policies and Practices: Striving for Educational Equity in High Poverty Contexts

      • Parlo Singh, Kathryn Glasswell
      Pages 255-273

    7. Curriculum Leadership: Reforming and Reshaping Successful Practice in Remote and Regional Indigenous Education

      • Robyn Jorgensen
      Pages 275-288

    8. The Impact of Interaction and Language on Leading Learning in Indigenous Classrooms

      • Rod Gardner, Ilana Mushin
      Pages 289-309

    9. Cogenerative Dialogue for Collective Curriculum Leadership

      • Wolff-Michael Roth, Michele Salles el Kadri
      Pages 311-329
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Keywords

About this book

This book presents the outcomes of research and practical endeavour in some of the diverse contexts in which learning takes place: classrooms, schools, professional development settings, community projects and service sector agencies. It invites the reader to engage with two related questions of contemporary concern in the leadership field: 


"What can we learn about the important influence of different contexts on leadership practice and how are people brought together as collective human agents in different patterns of distributive leadership?" 


In doing so, this collection emphasises three of the critical concepts at play when leadership is viewed, not as position, but as activity. The three concepts are purpose, context and human agency. When this view of leadership is understood, it is always about achieving shared goals with people power, no matter the circumstances in which they are gathered together.


Editors and Affiliations

  • Griffith University, Griffith Institute for Educational Resea, Mt Gravatt, Australia

    Greer Johnson, Neil Dempster

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