Conceptualizing School Leadership and Management from a Distributed Perspective: An Exploration of Some Study Operations and Measures

Spillane, James P.; Healey, Kaleen

doi:10.1086/656300

Cited by 133 publications

(111 citation statements)

References 41 publications

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“…Kelley and Halverson 2012;Klar 2012) have considered instructional leadership as a distributed construct, drawing on Spillane's (2002) research to consider how social networks affect such objects as curriculum and instruction. A distributive view of leadership recognizes that leading schools can involve multiple individuals in addition to the school principal-"the leader-plus aspect"-and that leading a school is fundamentally concerned with social interactions around curriculum/instruction and other important objects of group leadership influence rather than about the actions of individual leaders-"the practice aspect" (Spillane and Healey 2010). According to Harris (2007), this view of distributed leadership also rests on an idea of leadership as cognition as well as an idea of leadership as mediating social networks and the capital needed to develop these.…”

Section: Systems-theoretical and Functionalist Research Into Educatiomentioning

confidence: 99%

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Educational Governance Research

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This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency in historically developed cultural and societal institutions. While transformative and socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern education: recognition; summoning to self-activity and Bildsamkeit. Understanding educational leadership, school development and teaching then requires a comparative multi-level approach informed by discursive institutionalism and organization theory, in addition to theorizing leadership and teaching as cultural-historical and critical-hermeneutic activity. Globalisation and contemporary challenges to deliberative democracy also call for rethinking modern nationstate based theorizing of education in a cosmopolitan light. Non-affirmative education theory allows us to understand and promote recognition based democratic citizenship (political, economical and cultural) that respects cultural, ethical

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Section: Systems-theoretical and Functionalist Research Into Educatiomentioning

confidence: 99%

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Educational Governance Research

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“…For example, the operationalization of theoretical or analytical ideas in the distributed perspective on school administration has received limited attention to date, with a handful of exceptions. This work will involve developing study operations and "measures" of different aspects of school leadership and management when viewed through a distributed perspective [70,71]. Such work is essential so that the field moves beyond relying chiefly on repackaging or re-labeling existing measures to fit with a distributed perspective.…”

Section: From Conceptualizing Relations To Study Operations and Measuresmentioning

confidence: 99%

“…In particular papers with Kaleen Healey, Karen Seashore Louis, and Mary Kay Stein [70,72,73]. Work on this article was supported by the Distributed Leadership Studies (http:// www.distributedleadership.org) funded by research grants from the National Science Foundation (REC-9873583, RETA Grant # EHR-0412510), the Institute for Education Sciences (Grant # R305E040085), and the Spencer Foundation (200000039).Northwestern University's School of Education and Social Policy and Institute for Policy Research supported this work.…”

Section: Acknowledgementsmentioning

confidence: 99%

Leadership and Learning: Conceptualizing Relations between School Administrative Practice and Instructional Practice

Spillane

2015

Societies

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Abstract:In this paper I argue that one problem we face in understanding relations between school leadership and student learning is that core constructs in our work are often variably and weakly defined. Loose constructs pose problems because they contribute to fuzzy research, especially if constructs such as school leadership, management, or even instruction are weakly (or never explicitly) defined and operationalized. Fuzzy conceptualization makes comparing across studies, essential to the development of a robust empirical knowledge base, difficult if not impossible. Arguing that a critical but often overlooked challenge in studying relations between school administration and student learning is conceptual in nature, I begin by conceptualizing school administration and instruction from what I refer to as a distributed perspective, using theoretical work in distributed and situated cognition, activity theory, and micro sociology. I show how conceptualizing phenomena under study in particular ways shapes how we might frame and hypothesize relations among these phenomena. I contrast a distributed conceptualization with more conventional, individually focused conceptualizations of both phenomena. I then consider the entailments of my conceptualization of the two core phenomena for framing relations between them.

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“…The shared leadership aspect of the second view is related to the distributed leadership framework. Spillane and Healey (2010) assert that individuals without any formal leadership designation can be leaders too.…”

Section: Culture and Climatementioning

confidence: 99%

School as a Social System

Bozkuş

2014

SUJE

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Social system perspective which belongs to systems theory has been elaborated comprehensively using its founders' ideas, and characteristics of schools have been explained consulting to this perspective. The course of social system idea has been reviewed along with its relation to other systems. How researchers who assumes schools as social systems define the main components of the school has been reviewed. By attaching importance to the humane side of school, social systems perspective differentiates school from for profit organizations. For this reason, social systems theory has been one of the most realistic models for schools. The assumptions behind this assertion are examined. It is probable that this perspective sheds light on research conducted in educational organizations.

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Conceptualizing School Leadership and Management from a Distributed Perspective: An Exploration of Some Study Operations and Measures

Cited by 133 publications

References 41 publications

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Leadership and Learning: Conceptualizing Relations between School Administrative Practice and Instructional Practice

School as a Social System

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