This book analyses dominant discourses of globalisation and leadership in schools. The chapters in this volume advance further the discussions of the nexus between globalisation and leadership in schools. The politics of education reforms, governance and school leadership in the 21st century reflect a new emerging paradigm of standards-driven and outcomes-defined educational policy change. This ethos of academic performance has affected the nature and the role of school leadership in the 21st century, and emerging educational challenges and strategies.
Academic achievement, standards, and educational results overall, depend on the nature and quality of school leadership, teachers and school’s culture. Another emerging change affecting school leadership is autonomy in schools in designing curricula and managing resources, where the role of the school leader has grown far beyond that of administrator. School autonomy has also affected the changing role of school leadership. The other key role of effective leadership is the focus on diagnosing the school’s needs, and supporting, evaluating and developing teacher quality. Developing school leaders in the 21st century requires clearly defining their key leadership roles and responsibilities for leading and inspiring teachers to achieve high academic standards, and the quality of the curriculum, and acknowledging, and accepting their significant role in improving school‘s image, as a standards-driven and academically performing institution.
The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, and dominant discourses of leadership in schools.
Cuprins
1. Globalisation and models of leadership in schools.- 2. Education and belonging in a New Age of Artificial Intelligence.- 3. Professional learning community team functionality and team trust.- 4. Successful impoverished schools: What are the existing conditions in high poverty schools that have a higher than average proficiency rate?.- 5. A methodological analysis of research into the effect of professional learning community on student academic achievement.- 6. District Response to USB64: Focus on compliance or improved student learning.- 7. Powerful partnerships for learning gain.- 8. An exploratory qualitative study of parent involvement in Church schools in Tonga.- 9. The Rabbi, Guru and Sage: Profiles of an educational leader from Judaism, Hinduism and Daoism.- 10. Research trends in leadership in schools.
Despre autor
Joseph Zajda is a Professor at the Faculty of Education and Arts, Australian Catholic University (Melbourne Campus). He specializes in globalization and education policy reforms, social justice, history education and values education. He has written and edited 45 books and over 150 book chapters and articles on globalization and education policy, higher education and curriculum reforms. He is also the Editor of the 24-volume book series Globalisation, Comparative Education and Policy Research (Springer, 2009 & 2021). Recent publications include: Zajda, J (Ed). (2020a). Globalisation, ideology and neo-liberal higher education reform. Dordrecht: Springer. Zajda, J. (Ed). (2020b). Human rights education globally. Dordrecht: Springer. Zajda, J. (Ed). (2020c). Globalisation, Ideology and Education Reforms: Emerging paradigms. Dordrecht: Springer; Zajda, J. (2018). He is an Elected Fellow of the Australian College of Educators (FACE).
Pamela R. Hallam is Professor and Chair of the Educational Leadership and Foundations Department at Brigham Young University. She has taught Instructional Leadership, Collaborative Leadership for Change, and Human Resource Management. She began her career as a high school teacher, before becoming a middle school principal, and then moved into the district office as the director of curriculum and technology. Her areas of academic interest include the role of trust in leadership and schools, teacher voice health, professional learning communities, and collective efficacy, using qualitative methods.
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