A New Agenda for Research in Educational Leadership by William A. Firestone, Carolyn Riehl

By William A. Firestone, Carolyn Riehl

This ebook, the made of the duty strength on examine co-sponsored by means of the yank academic examine organization department A and the college Council for tutorial management, units an bold time table for study in academic management. favourite students within the box assessment present wisdom approximately management, body new inquiries to generate vital study within the box, and direct researchers and policymakers to reconsider how academic management, management, and coverage might be understood. protecting a huge diversity of issues, from responsibility platforms and school–community relationships to the schooling of scholars from varied backgrounds, the authors put up present learn to serious scrutiny so one can enhance frameworks for brand spanking new examine that could have an important effect on coverage and perform.

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MEDIATIONAL PARADIGMS Largely in reaction to the above criticisms, researchers in both fields began to fill in the “black box” of actions/interactions/processes that lie between what a teacher or principal does and what students learn. In research on teaching, the first systematic efforts to fill in the box occurred largely through the establishment of deep linkages to cognitive research on student learning. In research on educational administration, although it has been recognized that principals influence student learning through their interactions with teachers, most research has focused on how principals influence student learning by shaping features of the school organization more broadly (Cuban, 1988; Hallinger & Leithwood, 1994; Heck, 1993).

Attempts have been made to What Can Researchers on Educational Leadership Learn from Teaching? 39 raise the profile of what students are working on and how their knowledge of central academic ideas and concepts is gradually built up as they interact with one another and their teacher. Research on Leadership Smylie and Hart (2000) point to three bodies of literature that support the vital role of social interaction in teacher learning: research on teachers’ collegial relations in schools, studies of teacher collaboration in improvement initiatives, and research on teacher professional communities.

Empirical evidence concerning the effects of either formal or informal teacher leadership is limited in quantity and reports mixed results. For example, Hannay and Denby’s (1994) study of department heads found that they were not very effective as facilitators of change because of their lack of knowledge and skill in effective change strategies. Firestone and Fisler (2002) found that conflicts among informal teacher leaders undermined shared vision. Several researchers have demonstrated that teachers’ ability to function as leaders can be hampered by the principal’s reluctance to share authority (Brown, Rutherford, & Boyle, 2000; Scribner, Hager, & Warne, 2002; Smylie, Conley, & Marks, 2002).

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