School leadership in the twenty-first century: different approaches to common problems?

Townsend, Tony

doi:10.1080/13632434.2011.572419

Cited by 24 publications

(17 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Abbott et al teachers who have implemented their policies for reform. As a consequence the role of the head teacher has been significantly changed (see for example , Bush 2009;Townsend 2011;Anderson 2012;Cain and Gunter 2012). One example of these changes has been so-called 'designer leadership' (Gronn 2003) which is the development of system leadership and is broadly defined as school leaders acting as 'practitioner champions' (Hargreaves 2003) or 'system leaders' (Fullan 2005) building capacity in the wider school system by leading improvement beyond their own schools, motivated primarily by moral purpose (Hopkins 2006).…”

Section: Review Of the Literature Education Policy And System Leadershipmentioning

confidence: 99%

Prospecting for support in a wild environment: investigating a school-to-school support system for primary school leaders

Abbott

Middlewood

Robinson

2013

School Leadership & Management

View full text Add to dashboard Cite

Section: Review Of the Literature Education Policy And System Leadershipmentioning

confidence: 99%

Prospecting for support in a wild environment: investigating a school-to-school support system for primary school leaders

Abbott

Middlewood

Robinson

2013

School Leadership & Management

View full text Add to dashboard Cite

“…As lideranças escolares intermédias são consideradas como correias de transmissão da visão e das regras do líder, cuja obtenção da legitimidade se faz em função da sua articulação funcional e dependente da liderança formal e já não a partir de processos democráticos e colegiais que exprimiam as orientações e a autonomia pedagógica dos profissionais ou os interesses legítimos dos atores periféricos (Towsend, 2011). Isto significa que as lideranças democráticas colegiais têm vindo a perder adeptos políticos a favor de lideranças de tipo hierárquico e gerencial (Estêvão, 2012).…”

Section: Das Lideranças Escolaresunclassified

Da “Escola Neoliberal” À Necessidade Da Sua Reinvenção

Ribeiro¹

2017

REC - Revista Espaço do Currículo

View full text Add to dashboard Cite

Resumo: A Escola não tem permanecido indiferente ante as mudanças nos modos de produção e gestão empresarial, sobretudo pela influência da new public management. Em meio aos efeitos das soluções propugnadas pelas políticas educativas da nova direita na Escola, este texto pretende contribuir para, não só glosar as implicações que as políticas de segmentação, despersonalização e fragmentação empresarial têm tido ao nível das lideranças escolares, dos professores e das consequentes desigualdades sociais, como também recuperar reflexivamente três propostas de renovação para uma educação democrática e solidária. Valorizando a dimensão subjetiva da realidade, estes pontos de análise são desenvolvidos a seguir a uma reflexão sobre a ideologia da parentocracia, em que o autor procura dar a conhecer o interesse que uma nova classe média tem na educação, como um bem privado, a fim de satisfazer e reproduzir os capitais nos seus filhos, à custa da acentuação da divisão social e técnica, com a perda progressiva da autonomia e independência dos atores escolares.Palavras-chave: Educação. Políticas de nova direita. Parentocracia. Reinvenção da escola.From the "neoliberal school" to the need for its reinvention Abstract: The School has not remained indifferent to the changes in modes of production and business management, especially by the influence of new public management. In the midst of the effects of the solutions proposed by New School Right Education policies, this text aims to contribute not only to glossing the implications that the policies of segmentation, depersonalization and corporate fragmentation have had on the level of school leaders, teachers and consequents social inequalities, as well as reflexively recovering three proposals for renewal for a democratic and solidary education. Valuing the subjective dimension of reality, these points of analysis are developed after a reflection on the ideology of parenthood, in which the author seeks to make known the interest that a new middle class has in education, as a private good, in order to satisfy and reproduce the capitals in the Their children, at the expense of the accentuation of social and technical division, with the progressive loss of the autonomy and independence of the school actors. Key-words:Education. New Right politics. Parentocracy. School reivention. INTRODUÇÃOA nossa contribuição para o presente estudo sobre políticas de currículo e formação em administração e gestão educacional, incide no eixo dos cânones da nova gestão pública, das pressões performativas e da governação das escolas.Selecionamos esta temática por dois problemas fundamentais. Em primeiro lugar porque temos vindo a viver políticas da nova direita com forte incidência na educação, cujos referentes mais próximos devem ser localizados nos anos oitenta do século XX, nos governos

show abstract

“…Increasing evidence, however, in both the inclusive education work and the field of educational leadership sheds light on the significance of the role of the principal in shaping school-wide cultures and practices, which also impact greatly on inclusive practice. The conclusions of over a decade of research in educational leadership suggests that principals have an indirect but significant influence on their schools (Avramidis, Bayliss, & Burden, 2002;Hallinger, 2011;Huber, 2011;MacBeath & Townsend, 2011a;Townsend, 2011;Zollers, Ramanathan, & Yu, 1999).…”

mentioning

confidence: 98%

Attitudes of Principals Towards Students With Disruptive Behaviour: An Australian Perspective

Wood

Evans

Spandagou

2014

Australas. j. spec. educ.

View full text Add to dashboard Cite

This paper reports on the attitudes of 340 government primary principals from New South Wales, Australia, towards the inclusion of students with disruptive behaviours in schools. Principals' attitudes were examined using the Principals and Behaviour Survey (PABS), a new composite measure built upon a foundation of existing validated surveys on attitudes towards the inclusion of students with disabilities. Principal component analysis identified 3 components that were used as variables for correlations with a range of demographic characteristics, such as age, qualifications, experience, school size and location. School size and the number of students with a diagnosed mental health condition in the school had a small relationship with principals' attitudes. From the analysis of data from the emotional response scale, it was found that principals' emotions about inclusion were less positive towards students with disruptive behaviour than towards students with sensory, physical or intellectual disabilities. Overall, principals appeared to hold dichotomous positions in regard to the benefits of inclusion, viewing it as beneficial for students with disruptive behaviour but not for their peers. However, principals who held more positive views were consistently more positive across all measures.

show abstract

School leadership in the twenty-first century: different approaches to common problems?

Cited by 24 publications

References 14 publications

Prospecting for support in a wild environment: investigating a school-to-school support system for primary school leaders

Prospecting for support in a wild environment: investigating a school-to-school support system for primary school leaders

Da “Escola Neoliberal” À Necessidade Da Sua Reinvenção

Attitudes of Principals Towards Students With Disruptive Behaviour: An Australian Perspective

Contact Info

Product

Resources

About