International Handbook of Educational Leadership and Administration

1. Front Matter

   Pages i-xxii

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2. Introduction

   1. Introduction

      • Kenneth Leithwood, Judith Chapman, David Corson, Philip Hallinger, Ann Hart

      Pages 1-25

3. The Context for Educational Leadership and Administration

   1. Front Matter

      Pages N1-N1

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   2. A New Agenda for a New Society

      • Judith Chapman

      Pages 27-59

   3. Law and the Courts

      • Ann R. Shorten

      Pages 61-90

   4. Education and the Concept of Knowledge: Implications for the Curriculum and Leadership

      • David N. Aspin

      Pages 91-134

   5. Dilemmas for School Leaders and Administrators in Restructuring

      • Clive Dimmock

      Pages 135-170

   6. Education Reform, Management Approaches and Teacher Unions

      • Michael Barber

      Pages 171-194

   7. Beyond the Boundaries: Principals, Parents and Communities Shaping the School Environment

      • Ellen B. Goldring, Anna V. Sullivan

      Pages 195-222

   8. Leadership in a Changing World

      • John Macbeath, Lejf Moos, Kathryn Riley

      Pages 223-250

4. The Development of Educational Leadership and Administration

   1. Front Matter

      Pages N2-N2

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   2. New Directions in the Preparation of Educational Leaders

      • Paul V. Bredeson

      Pages 251-277

   3. Recruitment and Selection of Educational Administrators: Priorities for Today’s Schools

      • Diana G. Pounder, I. Phillip Young

      Pages 279-308

   4. Developing Successful School Leaders

      • Ann Weaver Hart, Dick Weindling

      Pages 309-336

   5. Women’s Place in Educational Administration: Past, Present, and Future

      • Patricia A. Schmuck

      Pages 337-367

   6. Role-Based Evaluation of Principals: Developing an Appraisal System

      • Naftaly S. Glasman, Ronald H. Heck

      Pages 369-394

   7. Leadership: Roles or Functions?

      • William A. Firestone

      Pages 395-418

   8. Professional Growth and Development

      • Pekka Ruohotie

      Pages 419-445

5. Cognitive Perspectives on Educational Leadership and Administration

   1. Front Matter

      Pages N3-N3

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   2. Research Outside the Field of Education

      • Richard K. Wagner, Rufus Lynn Carter

      Pages 447-476

EDITORS This introduction to the International Handbook of Educational Lead­ ership and Administration describes some of the motivation for devel­ oping the book and several assumptions on which is based much of the work represented in its 31 chapters. A synopsis of the contents of those chapters is also provided. SOME KEY ASSUMPTIONS It is sometimes suggested that the search for an adequate understanding of leadership is doomed to fail. After all, there is little evidence of agreement about the concept in spite of prodigious efforts dating back hundreds if not thousands of years. Such a view is captured, for exam­ ple, in Bennis' observation that: Of all the hazy and confounding areas in social psychology, leadership theory undoubtedly contends for top nomination. Probably more has been written and less is known about lead­ ership than any other topic in the behavioural sciences. (1959, page 259) We do not find this state of affairs discouraging (nor entirely accurate) and, of course, it did not prevent Bennis from proceeding either. One reason for our desire to continue in the face of such discouraging words is that a great deal of leadership research aspires to develop a general theory, a theory which applies to all or most domains of organized human activity. This aspiration inevitably produces decontextualized and, therefore, abstract categories of practice. Howard Gardner's (1995) depiction of leadership as story telling is a case in point.

• Curriculum
• Educational Leadership
• Evaluation
• Gender
• education
• learning
• politics

"The Literature reviews are extensive and penetrating. The volume effectively illuminates the problems, paradoxes, and possibilities of school leadership and will serve as a valuable reference for scholars, students and practioners in the fields of education admnistration, leadership and policy."

Diane R. Dean, The Review of Higher Eucation Summer 2004

• Ontario Institute for Studies in Education, Canada

  Kenneth Leithwood, David Corson

• University of Western Australia, Australia

  Judith Chapman

• Vanderbilt University, USA

  Philip Hallinger

• University of Utah, USA

  Ann Hart

Policies and ethics