By William A. Firestone, Carolyn Riehl
This ebook, the made of the duty strength on learn co-sponsored by way of the yankee academic learn organization department A and the college Council for tutorial management, units an formidable schedule for learn in academic management. famous students within the box evaluation present wisdom approximately management, body new inquiries to generate vital learn within the box, and direct researchers and policymakers to reconsider how academic management, management, and coverage will be understood. protecting a vast diversity of issues, from responsibility platforms and school–community relationships to the schooling of scholars from varied backgrounds, the authors publish present examine to severe scrutiny so that it will improve frameworks for brand spanking new examine which can have an important influence on coverage and perform.
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Extra resources for A New Agenda for Research in Educational Leadership (Critical Issues in Educational Leadership Series)
All rights reserved. ISBN 0-8077-4630-4 (cloth). , Danvers, MA 01923, USA, tel. (978) 750-8400. 28 What Can Researchers on Educational Leadership Learn from Teaching? 29 provement of student learning (Chapter 2, this volume; Murphy, 2001). Yet past research in educational leadership is silent on how students learn, how teachers can help students learn, and—most important—how educational leaders can help both students and teachers to learn. , critical interpretation of texts, problem-solving, and thoughtful discourse).
But this ability also depends on what is referred to as leaders’ emotional intelligence, or the leader’s capacity to connect emotionally with others and to help others develop and deploy their own emotional resources in the service of their work (Goleman, Boyatzis, & McKee, 2002). Offering intellectual stimulation. Educational leaders help generate the questions and ideas that prompt change in people by challenging staff to examine assumptions about their work and rethink how it can be performed.
37 subject-specific learning opportunities. There have been instances, however, in which researchers have created situations that were, in turn, studied. For example, Nelson and her colleagues at the Educational Development Center have designed and carried out a set of professional development experiences for administrators that focuses on ways to understand and improve the mathematics instructional programs in their schools (Grant, Nelson, Davidson, Sassi, Weinberg, & Bleiman, 2002). Nelson and others have then followed these administrators back into their schools and observed and interviewed them as they used their newly acquired knowledge and skills to perform administrative tasks such as designing professional development for their teachers or leading a curriculum selection committee (Driscoll, Nelson, Sassi, & Kennedy, 2000).
A New Agenda for Research in Educational Leadership (Critical Issues in Educational Leadership Series) by William A. Firestone, Carolyn Riehl