Educational Leadership for Organisational Learning and Improved Student Outcomes: 3 (Studies in Educational Leadership) - Hardcover

Críticas

From the reviews: "This book is intellectually stimulating and successfully illustrates how effective leadership contributes to improved student outcomes through promoting organizational learning [a ]] I would recommend the book to both school heads and teachers who are working toward sustained school development and improvement. For school leaders, the book certainly provides a guide useful for reflecting on their leadership styles and approaches. The professional development manual provides practical advice/strategies [a ]] For teachers, the book will surely offer new insights about their roles in school." (Candice Fung Han Ng, Journal of Educational Administration, 43: 3, 2005) From the reviews: "This book is intellectually stimulating and successfully illustrates how effective leadership contributes to improved student outcomes through promoting organizational learning [???] I would recommend the book to both school heads and teachers who are working toward sustained school development and improvement. For school leaders, the book certainly provides a guide useful for reflecting on their leadership styles and approaches. The professional development manual provides practical advice/strategies [???] For teachers, the book will surely offer new insights about their roles in school." (Candice Fung Han Ng, Journal of Educational Administration, 43: 3, 2005)

Reseña del editor

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.