How Successful Schools Are More Than Effective: Principals Who Build and Sustain Teacher and Student Wellbeing and Achievement

Day, Christopher, Gurr, David

How Successful Schools Are More Than Effective: Principals Who Build and Sustain Teacher and Student Wellbeing and Achievement
  • 出版商: Springer
  • 出版日期: 2024-07-26
  • 售價: $4,800
  • 貴賓價: 9.5 折 $4,560
  • 語言: 英文
  • 頁數: 303
  • 裝訂: Hardcover - also called cloth, retail trade, or trade
  • ISBN: 3031627342
  • ISBN-13: 9783031627347

    • 海外代購書籍(需單獨結帳)

相關主題

商品描述

Arising from new research of members of the International Successful School Principalship Project, this book presents cases of school and leadership success from across 12 countries. It provides critically informed writing, informed by ecological systems theory, which questions the uncritical application of single lens, adjectival leadership models, challenges critical theorists' views of teachers' and leaders' as necessarily compliant with so-called neoliberal policy agendas. In their place, the chapters provide compelling evidence not only of who successful leaders are and what they do, but how they do it as they meet and manage the challenges of building and sustaining success in uncertain times in a range of cultures and social contexts. In these schools, principals assert their broad educational values, professional identities, agency and resilience, drawing upon a range of strategies, technical and human relating qualities and skills in building and sustaining success for all.

Whilst they acknowledge the influence of cultural, policy, and community contexts, they are not oppressed by these. The chapters provide a brief description of country and school contexts, the life and work of the principal, their leadership strategies and how they contribute to teacher wellbeing and teaching quality, leadership development in others, pedagogical leadership, cultures of trust, and community engagement. There is also consideration of how school leaders manage tensions and dilemmas, how success differs from effectiveness, and the characteristics and qualities of leaders that lead to success. It is a book which will stimulate school leaders and aspiring school leaders to consider more deeply their own work and its directions. For researchers and system leaders, it provides multi-level, multiple perspective case studies as part of the largest international educational leadership project ever undertaken. It is a 'must read', rich, timely professionally connected book.

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商品描述(中文翻譯)

本書源自國際成功校長計畫成員的新研究，展示了來自12個國家的學校和領導成功案例。它提供了以生態系統理論為基礎的批判性寫作，質疑單一視角、形容詞領導模型的無批判應用，挑戰批判理論家對教師和領導者必然遵循所謂新自由主義政策議程的看法。取而代之的是，各章節提供了令人信服的證據，不僅揭示成功領導者是誰及其所做的事情，還探討他們如何在各種文化和社會背景中應對和管理在不確定時期建立和維持成功的挑戰。在這些學校中，校長們堅持他們廣泛的教育價值觀、專業身份、主動性和韌性，運用各種策略、技術和人際關係素質及技能，為所有人建立和維持成功。

雖然他們承認文化、政策和社區背景的影響，但並未受到這些因素的壓迫。各章節簡要描述了國家和學校的背景、校長的生活和工作、他們的領導策略，以及這些策略如何促進教師的福祉和教學質量、他人的領導發展、教學領導、信任文化和社區參與。還考慮了學校領導者如何管理緊張和困境、成功與有效性之間的差異，以及導致成功的領導者特徵和素質。這本書將激勵學校領導者和有志於成為學校領導者的人更深入地思考自己的工作及其方向。對於研究者和系統領導者而言，它提供了多層次、多視角的案例研究，作為有史以來最大規模的國際教育領導項目的一部分。這是一本必讀的、內容豐富、及時且與專業相關的書籍。

作者簡介

Professor Christopher Day is Professor of Education and member of the Centre for Research on Educational Leadership and Management. He is also Professor of Educational Leadership, University of Sydney, Australia; Chair Professor of Educational Leadership, Beijing Normal University, China. During the last twenty years, he has led and continues to lead national, European and international research and development projects in the areas of teachers' work and lives and school leadership and to collaborate in these with colleagues in Europe, North and South America, China and Australasia, including invited keynote addresses at several national and international conferences. His abiding interests remain in teacher quality, school leadership, improvement and effectiveness; and, within these, understanding how schools, school networks and universities may provide effective management and support for teachers' and principals' long-term professional development, wellbeing and effectiveness through research and teaching. He is Editor-in-Chief of 'Teachers and Teaching: Theory and Practice' (TTTP); and a member of the Editorial Boards of The British Educational Research Journal (BERJ), Teaching and Teacher Education (TATE), and the Journal of Educational Administration (JEA).

David is a Professor in Educational at the Faculty of Education at the University of Melbourne. He teaches within the areas of educational leadership and school improvement and has supervised to graduation more than 60 higher degree research students. He is a founding member of the International Successful School Principalship Project, and the International School Leadership Development Network, two of the largest and most sustained international research groups focussed on educational leadership. He has more than 230 publications and has presented more than 220 times at international and local conferences and has led or been involved in 27 research classified grants worth more than $21,000,000. He has conducted more than 100 school reviews across government schools in Victoria, South Australia, and Hong Kong. A former Vice-President of the Australian Council for Educational Leaders, he was awarded the ACEL's most prestigious award, the Gold Medal, in 2014

作者簡介(中文翻譯)

克里斯多福·戴教授是教育學教授，也是教育領導與管理研究中心的成員。他同時擔任澳大利亞悉尼大學的教育領導教授，以及中國北京師範大學的教育領導講座教授。在過去的二十年中，他主導並持續領導有關教師工作與生活及學校領導的國家、歐洲及國際研究與發展專案，並與來自歐洲、北美、南美、中國及澳大拉西亞的同事合作，受邀在多個國內外會議上發表主題演講。他持續關注的議題包括教師素質、學校領導、改進與效能；在這些議題中，他致力於理解學校、學校網絡及大學如何透過研究與教學，為教師及校長的長期專業發展、福祉與效能提供有效的管理與支持。他是《教師與教學：理論與實踐》（TTTP）的主編，並且是《英國教育研究期刊》（BERJ）、《教學與教師教育》（TATE）及《教育行政期刊》（JEA）的編輯委員會成員。

大衛是墨爾本大學教育學院的教授。他在教育領導與學校改進領域授課，並已指導超過60名高級學位研究生畢業。他是國際成功學校校長計畫及國際學校領導發展網絡的創始成員，這兩個組織是專注於教育領導的最大且持續的國際研究團體之一。他擁有超過230篇出版物，並在國際及地方會議上發表演講超過220次，參與或主導了27項研究分類的補助金，總額超過21,000,000美元。他在維多利亞州、南澳大利亞州及香港進行了超過100次的學校評估。作為澳大利亞教育領導者協會的前副會長，他於2014年獲得該協會最具聲望的獎項——金獎。

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