Leading Schools Digitally

10.1596/34883 ◽  
2020 ◽  
Author(s):  
Keyword(s):  
Leading Schools

scholarly journals Globally-Minded Leadership: A New Approach for Leading Schools in Diverse Democracies

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Ariel Tichnor-Wagner
Keyword(s):  
School Leadership ◽  
Theory Approach ◽  
Leadership Programs ◽  
Global Migration ◽  
Leadership Attributes ◽  
Educational Leadership Programs ◽  
Technological Advances ◽  
Leading Schools ◽  
Critical Competencies ◽  
Depth Interviews

Global migration, global markets, and technological advances have connected the world at an unprecedented scale and have diversified the communities with which people engage and the schools in which educators teach. This study explores the school leadership attributes that facilitate the learning of critical competencies needed to thrive in a diverse, interconnected world. Using agrounded theory approach to analyze in-depth interviews with eleven practicing school principals, ten globally minded leadership practices emerged from the data. These fell under the constructs of setting the direction, developing people, redesigning the organization, and situating glocally. Findings hold implications for how educational leadership programs and professional development providers can utilize this emerging framework to cultivate globally minded leaders.

The Marxist Critique of International Political Theory

2018 ◽  
pp. 651-663
Author(s):  
Andrew Davenport
Keyword(s):  
Political Theory ◽  
Systems Theory ◽  
International Politics ◽  
World Systems ◽  
World Systems Theory ◽  
Modern Politics ◽  
International Political Theory ◽  
The Status ◽  
Leading Schools ◽  
Normative Issues

Marxism’s critique of International Political Theory (IPT) is not of specific themes but of how the latter understands international politics generally. Where IPT typically focuses on ethical and normative issues and problems of justice, Marxism has always given priority to capitalism and class, which it regards as fundamental to modern politics and as inadequately recognized within IPT. Marxism therefore rejects the view of the international as a shared “societal” space open to negotiation and compromise, and instead emphasizes irreconcilable conflict and exploitation. Through its leading schools of Imperialism, World Systems Theory, and Neo-Gramscian theory, Marxism has provided accounts of international politics that strongly contrast with the concerns of IPT. However, a potentially more far-reaching line of critique, drawing upon Marx’s analysis of liberal forms, remains undeveloped because Marxism has not yet clarified the status of the international within its theoretical space.

Leading Schools Through Trauma

2021 ◽  
Author(s):  
Michael S. Gaskell
Keyword(s):  
Leading Schools

2 Elements of Competition Law Economics

2012 ◽  
Author(s):  
Geradin Damien ◽  
Layne-Farrar Anne ◽  
Petit Nicolas
Keyword(s):  
Market Power ◽  
Economic Efficiency ◽  
Competition Law ◽  
Second World War ◽  
World War ◽  
Structural Interpretation ◽  
Competition Rules ◽  
Leading Schools ◽  
Methodological Aspects ◽  
Second World

This chapter describes the leading schools of thought in regards to competition economics as they have evolved over the years. Classical and neoclassical economists were the first to focus on competition issues. The classical economists saw competition as a behavioural process. Meanwhile, with the neoclassical economists came a structural interpretation of competition. Immediately after the Second World War, competition economics became more normative. The chapter then looks at the methodological aspects of competition economics or, more concretely, the instruments and concepts on which competition economics rely. The main focus of study of competition economics is ‘market power’. Indeed, EU competition rules today are based, if not wholly at least mainly, on the concept of market power. Market power can enable behaviours with pernicious effects on economic efficiency. Thus, economists have designed instruments to help authorities, courts, and undertakings to identify and measure market power and its possible abuses.

scholarly journals Stress and Coping Among Public School Principals in a Midwest Metropolitan Sample

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401982954 ◽  
Author(s):  
Jason A. Kaufman
Keyword(s):  
Decision Making ◽  
Public School ◽  
Elevated Level ◽  
School Principals ◽  
Coping Skills ◽  
Stress And Coping ◽  
Future Research ◽  
Public School Principals ◽  
Leading Schools ◽  
And Coping

The present study sought to investigate perceptions of stress and coping among public school principals. School principals are daily called upon to make decisions regarding a range of unscripted events. The position can be stressful, and stress is known to interfere with sound decision making. It was predicted that present samples of school principals would report a mean level of elevated stress. Contrary to expectations, school principals did not report an elevated level of stress. They instead reported an ostensibly effective reliance on problem-focused and emotion-focused coping skills. It remains unclear how the school principals developed such adaptive means for coping with the stress of leading schools. It is recommended that future research explore this question so that such skills may be transmitted to principals-in-training.

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