By William A. Firestone, Carolyn Riehl
This e-book, the fabricated from the duty strength on study co-sponsored by way of the yank academic study organization department A and the college Council for tutorial management, units an formidable time table for examine in academic management. renowned students within the box assessment present wisdom approximately management, body new inquiries to generate vital examine within the box, and direct researchers and policymakers to reconsider how academic management, management, and coverage will be understood. overlaying a extensive diversity of themes, from responsibility structures and school–community relationships to the schooling of scholars from diversified backgrounds, the authors put up present examine to severe scrutiny in an effort to strengthen frameworks for brand new learn that may have an important effect on coverage and perform.
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Extra resources for A New Agenda for Research in Educational Leadership (Critical Issues in Educational Leadership Series)
As such, much work in this genre highlights the role of the teacher as an “expert” member of the community and as the facilitator of classroom discourse. Often, researchers analyze a single classroom discussion in great detail in order to understand how students are socially constructing meaning. Responding to concerns that “knowledge” and “concepts” appear to have disappeared from research that views learning as participation (Cobb, 1994; Sfard, 1998), some researchers blend attention to the academic tasks with which students are engaged with a focus on how students talk and participate in the classroom.
For example, Lawrence and Tatum (1997) found that, after participating in voluntary antiracist professional development, over half of their sample of 84 white suburban educators (including teachers, administrators, and other professionals) altered their practice in three substantive ways: by improving interpersonal relationships with students, teachers, and parents with regard to issues of race and culture; by transforming their curriculum; and by helping to improve support services and placement practices for students of color in their schools.
We also know something about the conditions under which teachers learn the kind of subject matter knowledge needed for effective teaching (Borko & Putnam, 1996; Kennedy, 1999). This research base has direct implications for the questions researchers could ask about the roles and functions of educational administrators. For example, how do principals assess their teachers’ subject matter capabilities and orchestrate opportunities for more and deeper learning for those who need it? Questions such as this will align research in educational administration more closely with core issues of improving teaching and learning.
A New Agenda for Research in Educational Leadership (Critical Issues in Educational Leadership Series) by William A. Firestone, Carolyn Riehl