Educational Leadership for Organisational Learning and Improved Student Outcomes
Springer Science & Business Media, Oct 14, 2005 - Education - 272 pages
The change in paradigm in our field is away from the great man or woman theory of leadership and the teacher in his or her own classroom to the development of learning communities which value differences and support critical reflection and encourage members to question, challenge, and debate teaching and learning issues.
How to achieve such learning communities is far from clear, but we believe the areas of problem-based learning (PBL) and organizational learning (OL) offer valuable clues. The indications are that the successful educational restructuring agenda depends on teams of leaders, whole staffs and school personnel, working together (i.e., OL) linking evidence and practice in genuine collaboration (i.e., PBL). The book is unique in that it is both about and uses these two concepts.
The book is made up of four sections:
1.An introductory rational in which the case for using only quality evidence in school reform efforts is argued. Results from a quality research project are then presented. These results are organised around six questions: how is the concept of OL defined in schools ('teacher voice')? what leadership practices promote OL in schools ('teacher voice')? what are some outcomes of schooling other than academic achievement ('pupil voice')? what are the relationships between the non-academic and academic outcomes of schooling? does school leadership and/or organisational learning contribute to student outcomes? And, what other factors contribute to student outcomes? The section concludes with a plea that given the accumulation and consistent quality of the evidence from across systems and countries, we no longer need to involve ourselves with just impressions of effective leadership. We have a way forward that links leadership to organisational learning and improved student outcomes.
2.Advice for using the book.
The reasons for the choice of problem-based learning as the vehicle for the professional development materials that form the major part of this book are detailed. Suggestions are then made for use of the book, including a one-day and two- day workshop, and advice on group development and warm-up activities for such group development before moving to the problem-based learning package in Section 3;
3.A problem based-learning, evidence informed, professional development package for aspiring and actual school leaders based on real schools and their leaders.
The final section provides refined versions of the diagnostic instruments used in the research and challenges readers to use them in their own schools. The book concludes with the references used and a list of other readings.
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THE CRITICAL ROLE OF LEADERSHIP FOR ORGANIZATIONAL LEARNING AND IMPROVED STUDENT OUTCOMES
Sorting the Wheat From the Chaff
No Need to Continue to Build in Canvas?
Organization of the Book
USING THE BOOK
PROBLEMBASED LEARNING A VEHICLE FOR PROFESSIONAL DEVELOPMENT OF SCHOOL LEADERS
THE ALTONA CASE STUDY
THE HERONWOOD CASE STUDY
Why ProblemBased Learning?
Before During and After a OneDay Workshop
Before During and After a TwoDay Workshop
GROUP DEVELOPMENT AND WARMUP ACTIVITIES
THE PROBLEMBASED LEARNING PACKAGE
WORKSHOP PROBLEMSITUATION OUTLINE
THE SURVEY INSTRUMENTS AND A CHALLENGE TO USE THEM IN YOUR OWN SCHOOL
Validity and Reliability
The Short Form of the LOLSO Project Questionaires
CONDITIONS FOSTERING ORGANIZATIONAL LEARNING IN SCHOOLS
LEADERSHIP FOR ORGANIZATIONAL LEARNING IN AUSTRALIAN SECONDARY SCHOOLS
THE ALTONA CASE STUDY SHORT VERSION
THE HERONWOOD CASE STUDY SHORT VERSION
Other editions - View all
achievement activities administrators Altona High Altona students amongst staff associated At-Risk campus Bodilly Carl Thomas challenge classroom collaborative colleagues community focus context continued contributions curriculum Davidson decision distributed leadership district Educational Administration Quarterly effective efforts encourage engage expectations experiences goals Grade Heronwood High Ian Davidson identified implemented important individual influence Ingram initiatives interactions involved Items kids latent variables leadership practices learning culture learning organizations Leithwood LOLSO Project Lorimer Margaret Evans middle school teachers Mirna Mulford Muscat OL in schools OL processes ongoing organizational learning parents parents/guardians participate principal principal's problem Problem-Based Learning professional development professional learning programs promote questionnaire relationships response restructuring school leadership school structure secondary schools shared Silins skills South Australia staff meeting strategies strongly student behaviour things three studies transformational leadership values variables workshop
Page 265 - Murphy, J. (1990). The educational reform movement of the 1980s: A comprehensive analysis. In J. Murphy (Ed.), The reform of American public education in the 1980s: Perspectives and cases (pp.
Educational Leadership and the Community: Strategies for School Improvement ...
Tony Gelsthorpe,John West-Burnham
No preview available - 2003
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