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دسته بندی: آموزشی ویرایش: نویسندگان: Denise Mifsud سری: Educational Leadership Theory ISBN (شابک) : 9811658307, 9789811658303 ناشر: Springer سال نشر: 2021 تعداد صفحات: 248 زبان: English فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود) حجم فایل: 8 مگابایت
در صورت تبدیل فایل کتاب Narratives of Educational Leadership: Representing Research via Creative Analytic Practices به فرمت های PDF، EPUB، AZW3، MOBI و یا DJVU می توانید به پشتیبان اطلاع دهید تا فایل مورد نظر را تبدیل نمایند.
توجه داشته باشید کتاب روایتهای رهبری آموزشی: بازنمایی پژوهش از طریق شیوههای تحلیلی خلاق نسخه زبان اصلی می باشد و کتاب ترجمه شده به فارسی نمی باشد. وبسایت اینترنشنال لایبرری ارائه دهنده کتاب های زبان اصلی می باشد و هیچ گونه کتاب ترجمه شده یا نوشته شده به فارسی را ارائه نمی دهد.
این کتاب مفهوم رهبری آموزشی را در محیطهای آموزشی مختلف که از محیطهای مختلف جهانی سرچشمه میگیرد، مستند و تحلیل میکند. این بر ارائه قرائت های مختلف از رهبری آموزشی از طریق برنامه های کاربردی نظری و روش شناختی متمایز تمرکز دارد. این کتاب ایده مطالعات رهبری انتقادی را پیش میبرد و از شیوههای تحلیلی خلاق برای ارائه خوانشهای لایهای از رهبری آموزشی استفاده میکند.
این کتاب مطالعات رهبری را ارائه میدهد که با تنظیمات آموزشی مختلف در طیف گستردهای با دیدگاههای بینالمللی سروکار دارد. نمونههایی از روایتهای آموزشی را از طریق شیوههای بازنمایی تا حدی غیر متعارف ارائه میکند. این کتاب برای خوانندگان علاقه مند به مطالعه رهبری آموزشی و استفاده از روش های کیفی در تحقیقات آموزشی مفید است.
This book documents and deconstructs the concept of educational leadership within various education settings originating from diverse global environments. It focuses on presenting different readings of educational leadership via distinct theoretical and methodological applications. It takes forward the idea of critical leadership studies and uses creative analytic practices to present layered readings of educational leadership.
The book offers leadership studies dealing with various education settings across a wide spectrum with international perspectives. It provides examples of educational narratives through somewhat unconventional modes of representation. This book is beneficial to readers interested in the study of educational leadership and using qualitative methodologies in educational research.
Acknowledgements Contents Editor and Contributors 1 Educational Leadership Research and Creative Analytic Practices: A Critical Mapping of Theoretical and Methodological Terrains? 1.1 Introduction: Setting the Scene for the Narratives of Educational Leadership 1.2 The Conceptual Confusion and Romanticization of Leadership 1.3 Re-conceptualizing Educational Leadership from The Lens of Critical Scholarship 1.4 Critical Engagement with Educational Leadership Theory, Policy, and Practice: Some Examples of Scholarship from the Field 1.5 Theory and Practice: A Marriage of Convenience with a Choice Upgrade? 1.6 The Methodological Terrain of Qualitative Inquiry 1.7 Doing Representation Differently: The Case for Creative Analytic Practices (CAPs) 1.8 Overview of the Book 1.9 Conclusion References 2 Educational Leadership, Critique and the Critical Researcher 2.1 This is Not An Introduction 2.2 Philosophical Problems with Leadership (1) 2.3 Deconstruction Must Take Place 2.4 Philosophical Problems with Leadership (2) 2.5 A Differend with Leadership? 2.5.1 Current Bio Draft (in a More ‘respectable’ Times New Roman Font): 2.5.2 An Alternate Narrative 2.6 Philosophical Problems with Leadership (3) 2.7 Can There Be a Conclusion? or ‘Why Philosophize?’ (Lyotard, 2013) 2.8 Philosophical Problems with Leadership (4) References 3 Turning Water into Wine: Scripting Multi-academisation Through Messianic Educational Leadership 3.1 Introduction 3.2 MATs and Multi-academisation 3.3 Theorising with Messianic Educational Leadership 3.4 Methodology 3.4.1 Rendering Multi-academisation Data as Drama 3.4.2 Crafting the Script 3.5 Scripting Multi-academisation 3.5.1 Indicative Data Extracts for Scene One 3.5.2 Scene One 3.5.3 Indicative Data Extracts for Scene Two 3.5.4 Scene Two 3.5.5 Indicative Data Extracts for Scene Three 3.5.6 Scene Three 3.5.7 Indicative Data Extracts for Scene Four 3.5.8 Scene Four 3.6 What Does Scripting Multi-academisation Illuminate? 3.7 Concluding Remarks: On the Ethics of Dramatic Presentation References 4 (Mis)Leading for Social (in)justice and (in)equity…(Un)Following a Script? 4.1 Introduction 4.2 Setting Social Justice and Equity Within the Local Education Policy Landscape 4.3 Methodological Props: The Fictional Representation of My Educational Leadership Narrative 4.3.1 Unscripting ‘The Script’: A Narrative Preamble 4.3.2 Crafting and Constructing ‘The Script’: Characters, Stage Setting, and Play Conventions 4.4 The Script 4.4.1 Prologue 4.4.2 Scene 1: Accepting ‘foreign’ Students LOCALLY? 4.4.3 Scene 2: ‘Foreign’ Parents in LOCAL Schools—Trials and Tribulations? 4.4.4 Scene 3: Diverse Students in LOCAL Schools—A Matter of Inclusion, Integration, Tolerant Differentiation, or Positive Discrimination? 4.5 Conclusions References 5 Is Inclusive Educational Leadership for Social Justice and the Common Good Possible? 5.1 The Spanish Context 5.2 Theoretical Framework 5.3 Research Methodology: Autoethnography 5.4 Autoethnography of an Inclusive Leadership Experience 5.5 Discussion and Implications of the Study 5.6 Conclusions References 6 Potential Theoretical Approaches to Support the Critical Exploration of ‘The Problem(s)’ of Preparing, Recruiting and Retaining Headteachers in Scotland 6.1 Introduction 6.2 Situating the Case Study for Exploring the Problem(s): Scotland’s Education System 6.3 What Do We Know Already About the Problem(s)? 6.4 What Do We Not yet Understand About the Problem(s)? 6.5 How Can We Develop New Understandings About the Problem(s)? 6.6 The Bacchi Approach: Structured Critical Literature and Policy Analysis 6.7 The Delphi Technique: Participatory Knowledge Creation 6.8 Narrative and Life History Approaches: Insights from Experiences and Perceptions 6.9 Writing the Narrative 6.9.1 Collaborative Analysis 6.9.2 Illuminating the Lived Experiences of Headship: A Creative Analytical Approach 6.9.3 Creative Methods of Analysis: Constructing Scenes 6.9.4 Tensions in Exploring Experiences in Becoming and Being a Headteacher 6.9.5 Conclusion References 7 The Lockdown Files: University Performance and Development Reviews (PRDs) as a Form of Governmentality 7.1 Introduction 7.2 The Matter of Methodology 7.3 The Lockdown Files 7.4 Troubling the Notions of Educational ‘Leadership’ and/or ‘Management’ 7.4.1 The Nature of Leadership and Management 7.5 Coda References 8 The Views of the Few or the Voices of Many: Methods of Exploring Leadership Roles Through Alternative Approaches Within Higher Education 8.1 Introduction 8.2 Leadership in Higher Education 8.3 Exploring Leadership Journeys and the Problems with Traditional Approaches 8.4 Q-Method—An Introduction 8.4.1 What Can Q-method Offer When Exploring Leadership Journeys? 8.5 Stages in a Q-Method Approach 8.5.1 The Concourse and Q-Set Development 8.5.2 Q-Sorting 8.5.3 Analysing the Q-Sort 8.6 An Example of Using Q-Method to Explore Leadership Journeys 8.6.1 Development of the Q-Set and the Q-Sort Process 8.7 Reflections and Conclusions References 9 Ghostly Mirroring: How Taxidermy Could Teach us Something Important About Current Attempts to Inspire STEM Aspirations in Young Women 9.1 Introduction 9.2 Glitter, Girls in STEM and Educational Leadership 9.3 A Not so Glittery Experience: Entering a STEM Classroom 9.4 Mirroring 9.5 Exploring the Histories Lingering in Taxidermies 9.5.1 Conservation Practices: Bringing Life to the Dead 9.5.2 Possible Histories of Taxidermy 9.6 STEM Narratives Mirrored in Taxidermy 9.7 Conclusion References 10 Conclusions: A Critical Commentary on the Theory and Methodology of Educational Leadership Narratives 10.1 Prologue to the Writing Story References Index