Leadership for learning as an organization-wide practice: evidence on its multilevel structure and implications for educational leadership practice and research

2021 ◽  
pp. 1-52
Author(s):  
Joonkil Ahn ◽  
Alex J Bowers ◽  
Anjalé D Welton
Keyword(s):  
Educational Leadership ◽  
Leadership Practice ◽  
Leadership For Learning ◽  
Multilevel Structure

Using Narrative Inquiry to Explore “Wicked Problems” in Educational Leadership in the Anthropocene

2019 ◽  
pp. 144-167
Author(s):  
Nandakumar Mayakestan ◽  
Gopinathan Sarvanathan
Keyword(s):  
Educational Leadership ◽  
Narrative Inquiry ◽  
School Leadership ◽  
Wicked Problems ◽  
Human Condition ◽  
Validity And Reliability ◽  
Leadership Practice ◽  
Critical Issues ◽  
Viable Approach ◽  
Leadership Research

A highly contested issue in educational leadership research is the place of narrative inquiry to study school leadership practice. While the study of narratives has had long epistemological roots in the works of Dewey, Bruner, Clandinin, and Connelly, its potential for revealing the human condition and providing deeper insights into critical issues like power, inequity, social justice, and oppression is often underestimated. Moreover, the method has also drawn much debate for its limitations ranging from its highly reflexive nature to issues of validity and reliability of “storied” experiences. This chapter outlines some arguments for the use of narrative inquiry and suggests a nuanced and expanded understanding of the method as a viable approach to study “wicked” problems in the age of Anthropocene. The chapter also aims to inspire further discussions of how narrative inquiry could be further re-conceptualized to study educational leadership in the anthropogenic era.

scholarly journals Leadership for Learning as Experience: Introducing the Use of Vignettes for Research on Leadership Experiences in Schools

2018 ◽  
Vol 17 (1) ◽  
pp. 160940691881640 ◽  
Author(s):  
Markus Ammann
Keyword(s):  
Qualitative Research ◽  
Educational Leadership ◽  
Leadership Practices ◽  
Research Method ◽  
Learning Processes ◽  
Leadership For Learning ◽  
Quantitative And Qualitative Research ◽  
Leadership Experiences ◽  
Research Designs ◽  
Educational Leadership Practices

Research on the link between educational leadership and student learning employs a variety of quantitative and qualitative research designs. Surprisingly, there are relatively few studies on methods for researching educational leadership practices. This article addresses this gap in research and discusses how the experiences of different participants can constitute potential starting points for learning processes. This leads to the question, how and to what extent the educational leadership practices manifest in students’ experiences and how “Leadership for Learning as Experience” can be empirically researched. The phenomenologically oriented vignette as research method for studying educational leadership practices will be introduced. Vignettes are narratives that are based on the experiences of participants. In vignettes, the co-experienced observations in the field are captured in form of vivid narratives. Vignettes thus open up a new, supplementary perspective, in which the traces that leadership practices have left on school participants are revealed.

Science mapping the knowledge base in educational leadership and management: A longitudinal bibliometric analysis, 1960 to 2018

2019 ◽  
Vol 49 (1) ◽  
pp. 5-30 ◽  
Author(s):  
Philip Hallinger ◽  
Jasna Kovačević
Keyword(s):  
Educational Leadership ◽  
School Improvement ◽  
Knowledge Base ◽  
Citation Analysis ◽  
School Effectiveness ◽  
Intellectual Structure ◽  
Science Mapping ◽  
Leadership And Management ◽  
Leadership For Learning ◽  
1960S And 1970S

This review employed science mapping methods to analyze the evolution of the knowledge base in educational leadership and management from 1960 to 2018. Descriptive trend analysis, citation analysis, co-citation analysis, and visualization of similarities were used to document growth and change in the ‘intellectual structure’ of the educational leadership and management knowledge base as it evolved through the decades. The review analyzed a database comprised of 22,492 articles published in 21 Scopus-indexed journals over six decades. The authors found that contributions to the knowledge base have evolved from primarily Anglo-American male scholars up until 2000 to increasing gender and geographic diversity in the past 20 years. The review identified several ‘schools of thought’ that emerged across four generations of EDLM scholarship. These include: Leadership for Learning, Leading Change, Leading Teachers, and School Effectiveness and School Improvement. The review also documented a broader evolution in the field’s intellectual structure from a focus on ‘administration’ during the 1960s and 1970s to the embrace of ‘leadership for learning’ as the dominant theme during recent generations. This paradigm shift has not only reshaped the focus of research but also the identity of educational leadership and management as a field of study.

The leadership of ICT coordinators: A distributed perspective

2020 ◽  
pp. 174114322097971
Author(s):  
David Woo
Keyword(s):  
Educational Leadership ◽  
Descriptive Statistics ◽  
Daily Routine ◽  
Information And Communications Technologies ◽  
Leadership Practice ◽  
Teaching Load ◽  
Organizational Unit ◽  
Wide Range ◽  
Communications Technologies

Educational leadership is essential to implement information and communications technologies in schools but the leadership practice of information and communications technologies coordinators, a position role that supports teachers to implement information and communications technologies, appears limited. The present study applies a distributed perspective to leadership and investigates aspects of information and communications technologies coordinator context that would facilitate leadership. Twenty-seven information and communications technologies coordinators were surveyed on their schools’ structures and mechanisms that mediate their leadership practice. Descriptive statistics show that a wide range of structures and mechanisms in different quantities and with different qualities can be available to coordinators. The majority of coordinators have neither additional position roles nor a teaching load, but the coordinators have organizational unit assignments and attend daily, routine interactions. A case study illustrates how specific structures and mechanisms would facilitate leadership for information and communications technologies implementation. It is recommended to design an information and communications technologies coordinator role as a formal position role, for a school to employ more than one information and communications technologies coordinator, and to develop an information and communications technologies coordinator’s teaching load, organizational unit assignments and routine interactions according to school needs. Several possible populations of information and communications technologies coordinators are identified for further research.

scholarly journals From “clientilism” to transformational leadership? An autoethnographic journey from Soviet Georgia to the UK

2018 ◽  
Vol 7 (3) ◽  
pp. 330-344
Author(s):  
Liana Beattie
Keyword(s):  
Higher Education ◽  
Educational Leadership ◽  
Education Institution ◽  
Leadership Practice ◽  
Content Type ◽  
Political Environments ◽  
Critical Autoethnography ◽  
Current Leadership ◽  
The Uk ◽  
Uk Higher Education

Purpose The purpose of this paper is to contribute to the ethnographic tradition in the educational leadership literature through providing an autoethnographic critical analysis of the idiosyncrasies of leadership across two different socio-political environments: a Soviet educational establishment and a contemporary UK higher education institution. Design/methodology/approach In a previous issue, Doloriert and Sambrook (2012) argued that autoethnographic approach could help to uncover some experiences and voices that previously were silenced due to the discomfort they caused. In response to this claim and with consideration of three epistemological possibilities of autoethnography as suggested by Doloriert and Sambrook (2012), the author uses narrative accounts of personal experiences of leadership in Soviet Georgia and in the UK as the main source of data in the attempt to demonstrate how the three epistemological positions overlap and complement each other in the context of a critical autoethnography. Findings The paper argues that autoethnographic approach can provide a unique opportunity for a simultaneous analysis of the particularities of leadership practice across different socio-political environments, whereas the “three positions” approach could be used as an expedient template for further exploration of educational leadership. The paper also suggests there are some parallels between current leadership practice in the UK higher education and Soviet system of “clientilism”. Originality/value This paper is one of the first attempts to use autoethnography as an analytical tool for comparing leadership patterns in two contrasting socio-political structures.

Developing Leaders for International Baccalaureate World Schools

2018 ◽  
Vol 17 (2) ◽  
pp. 99-115 ◽  
Author(s):  
Gerard Calnin ◽  
Mark Waterson ◽  
Sue Richards ◽  
Darlene Fisher
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
International Baccalaureate ◽  
Deep Understanding ◽  
Global Scale ◽  
Learning And Development ◽  
Leadership Practice ◽  
School Network ◽  
Core Components ◽  
Leadership Research

A significant corpus of research now consistently confirms that school leadership is the second most important in-school variable to impact on student outcomes. Investing in leaders and aspiring leaders is therefore an imperative for schools and school systems. However, much of the educational leadership research emerges from national systems of education, with a largely Western set of norms and assumptions. To what extent, it can be asked, are the attributes and capabilities described in the literature applicable on a more universal or global scale? A paucity of research addresses this question and explores educational leadership in trans-national and multi-cultural settings. The International Baccalaureate (IB), with its 4500 schools in more than 135 countries, has responded to the challenge of developing leaders for its schools (known as IB World Schools). Regardless of the strength of research within particular national or cultural contexts, the IB’s complex and globally dispersed school network means that leaders cannot be expected to follow a single model or paradigm of leadership practice. The IB acknowledges that effective leadership takes into account the environment within which leaders work. At the heart of an IB school leader’s challenge is to develop strong capabilities in cultural and contextual awareness, as well as a deep understanding of the types of leadership practices that have the best chance of maximising student and organisational outcomes in different contexts. The IB has developed a distinctive leadership programme to support IB leaders and build their capabilities in these vital areas. This paper outlines the contexts, research and theorising that has led to the IB leadership professional development programme. It also presents the aims, guiding principles and key features, inclusive of the key capabilities and intelligences that are the core components of the learning and development experience. The question raised at the conclusion of this paper is: to what extent are these capabilities applicable for leaders not only in IB World Schools but in schools more widely?

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