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Supports the growing demand for courses in leadership and ensures that such courses and instruction are developed with multiple considerations and best practices in mind.
The last twenty-five years have witnessed an explosion in the field of leadership education. This volume brings together leading international scholars across disciplines to chronicle the current state of leadership education and establish a solid foundation on which to grow the field. It encourages leadership educators to explore and communicate more clearly the theoretical underpinnings and conceptual assumptions on which their approaches are based. It provides a forum for the discussion of current issues and challenges in the field and examines the above objectives within the broader perspective of rapid changes in technology, organizational structure, and diversity.
Ever-evolving technological innovation creates both opportunities and challenges for educators aiming to achieve meaningful and effective learning in the classroom and to equip students with a well-honed set of technology skills as they enter the professional world. The Handbook of Teaching with Technology in Management, Leadership, and Business is written by experienced instructors using technology in novel and impactful ways in their undergraduate and graduate courses, as well as researchers reporting and reflecting on studies and literature that can guide them on the how and why of teaching with technology.
The Handbook of Educational Leadership & Management represents the most important synthesis of current and future thinking in the area and provides a benchmark for our understanding of the latest thinking and best practice of educational leadership and management.
Updated Edition of Bestseller! The updated and expanded second edition of this classic text provides new research and insights into how principals can encourage the teacher development that enhances student learning.
Although past leadership training has focused primarily on preparing educators to become administrators, little information has been available to train teachers to lead other teachers. A Handbook for Teacher Leaders - a guide based on years of research, real-world examples, and practitioner input - fills this important need. This unique handbook not only provides specific information for teacher leaders but is also written from the perspective of the teacher leader rather than from that of an administrator. Pellicer and Anderson present skills and techniques that will help teacher leaders become more effective mentors and peer coaches, techniques that will also help them encourage colleagues to pursue ongoing professional development. They will learn how to lead other teachers in the development of curriculum and instructional strategies and in conducting action research in their classrooms.
The SAGE Handbook of Educational Leadership is a landmark work with contributions from 37 internationally renowned scholars covering an extensive range of issues confronting the field of educational leadership and administration. The Handbook reviews how leadership was redefined by management and organizational theory in its quest to become scientific, then looks forward to promising theories, concepts, and practices that show potential for development and application. This Handbook represents the establishment of a new tradition in educational leadership. It thoroughly covers a broad range of issues pertaining to curriculum leadership, supervision, teacher evaluation, budgeting, planning, school design, and issues facing the principalship and the superintendency in the United States.
The Handbook of Leadership and Administration for Special Education brings together research informing practice in leading special education from preschool through transition into postsecondary settings. The second edition of this comprehensive handbook has been fully updated to provide coverage of disability policy, historical roots, policy and legal perspectives, as well as effective, collaborative, and instructional leadership practices that support the administration of special education. It can be used as a reference volume for scholars, administrators, practitioners, and policy makers, as well as a textbook for graduate courses related to the administration of special education.
"[In this book, the author] lays out a plan to remedy the field's vagueness by advocating testing, certification, and regulation that befit a true profession. [The author] takes a historical view to examine how our values have shifted and why the endeavor of leadership has diminished in most institutions, with the exception of the American military. The twenty-first century has largely been about expanding the rights and education of the many, but has left comparatively little focus on leaders-that is, the few. Though many have ambitions to become successful leaders, the leadership programs they are offered are too easy to get into and insufficiently rigorous once students are admitted. Leadership studies, [the author] argues, must build on a solid intellectual foundation and recognize the distinctions among educating potential leaders, training for leadership, and developing great leaders over time. [This book] illuminates the pitfalls and potential of leadership education, and outlines a logical sequence for professionalizing the field."--
The International Handbook of Leadership for Learning brings together chapters by distinguished authors from thirty-one countries in nine different regions of the world. The handbook contains nine sections that provide regional overviews; a consideration of theoretical and contextual aspects; system and policy approaches that promote leadership for learning with a focus on educating school leaders for learning and the role of the leader in supporting learning. It also considers the challenge of educating current leaders for this new perspective, and how leaders themselves can develop leadership for learning in others and in their organisations, especially in diverse contexts and situations. The final chapter considers what we now know about leadership for learning and looks at ways this might be further improved in the future. The book provides the reader with an understanding of the rich contextual nature of learning in schools and the role of school leaders and leadership development in promoting this. It concludes that the preposition ‘for’ between the two readily known and understood terms of ‘leadership’ and ‘learning’ changes everything as it foregrounds learning and complexifies, rather than simplifies, what that word may mean. Whereas common terms such as ‘instructional leadership’ reduce learning to ‘outcomes’, leadership for learning embraces a much wider, developmental view of learning.
