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020 _a9789400713505
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024 7 _a10.1007/978-94-007-1350-5
_2doi
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072 7 _aJN
_2bicssc
072 7 _aEDU043000
_2bisacsh
082 0 4 _a370.116
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082 0 4 _a370.9
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100 1 _aTownsend, Tony.
_eeditor.
245 1 0 _aInternational Handbook of Leadership for Learning
_h[electronic resource] /
_cedited by Tony Townsend, John MacBeath.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2011.
300 _aXV, 1344p. 67 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringer International Handbooks of Education ;
_v25
505 0 _aPART ONE -- Preface -- SECTION 1: MAJOR THEMES IN LEADERSHIP FOR LEARNING: AN INTERNATIONAL PERSPECTIVE -- SECTION 2: THEORETICAL AND CONTEXTUAL FRAMEWORKS FOR LEADERSHIP FOR LEARNING -- SECTION 3: SYSTEM AND POLICY ISSUES ON LEADERSHIP FOR LEARNING -- SECTION 4: EDUCATING SCHOOL LEADERS FOR LEADERSHIP FOR LEARNING -- SECTION 5: IMPLEMENTING LEADERSHIP FOR LEARNING: THE ROLE OF THE SCHOOL LEADER -- SECTION 6: CHANGING HEARTS AND MINDS: BUILDING LEADERSHIP FOR LEARNING IN CURRENT SCHOOL LEADERS -- PART TWO -- SECTION 7: SPREADING THE TASK: INCLUDING OTHERS IN LEADERSHIP FOR LEARNING -- SECTION 8: FROM PEOPLE LEARNING TO ORGANISATIONAL LEARNING: BUILDING CAPACITY -- SECTION 9: RESPONDING TO DIVERSITY: DIFFERENT WAYS OF MOVING TOWARDS LEADERSHIP FOR LEARNING -- AFTERWORD -- Author Index -- Subject Index.
520 _aThe International Handbook of Leadership for Learning brings together chapters by distinguished authors from thirty-one countries in nine different regions of the world. The handbook contains nine sections that provide regional overviews; a consideration of theoretical and contextual aspects; system and policy approaches that promote leadership for learning with a focus on educating school leaders for learning and the role of the leader in supporting learning. It also considers the challenge of educating current leaders for this new perspective, and how leaders themselves can develop leadership for learning in others and in their organisations, especially in diverse contexts and situations. The final chapter considers what we now know about leadership for learning and looks at ways this might be further improved in the future. The book provides the reader with an understanding of the rich contextual nature of learning in schools and the role of school leaders and leadership development in promoting this. It concludes that the preposition ‘for’ between the two readily known and understood terms of ‘leadership’ and ‘learning’ changes everything as it foregrounds learning and complexifies, rather than simplifies, what that word may mean.  Whereas common terms such as ‘instructional leadership’ reduce learning to ‘outcomes’, leadership for learning embraces a much wider, developmental view of learning.
650 0 _aEducation.
650 1 4 _aEducation.
650 2 4 _aInternational and Comparative Education.
650 2 4 _aAdministration, Organization and Leadership.
650 2 4 _aLearning & Instruction.
650 2 4 _aEducational Policy and Politics.
700 1 _aMacBeath, John.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400713499
830 0 _aSpringer International Handbooks of Education ;
_v25
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-1350-5
912 _aZDB-2-SHU
999 _c109467
_d109467