The Challenges of Educational LeadershipSAGE Publications, 2004 M10 6 - 228 páginas This book will help educational leaders and aspiring educational leaders to examine their own values and practice. |
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Página 200
... dialectician . The opportunist Of all the leadership types , the opportunist is the most free - floating , the most de - contextualized . This is in part because such leadership does not exist as an objective phenomenon : it is in large ...
... dialectician . The opportunist Of all the leadership types , the opportunist is the most free - floating , the most de - contextualized . This is in part because such leadership does not exist as an objective phenomenon : it is in large ...
Página 210
... dialectician Ethical dialecticians are individuals with an internal moral compass . They know who they are , they are centred , they don't arrive at a situation trying to work out what other people think they should do , but arrive ...
... dialectician Ethical dialecticians are individuals with an internal moral compass . They know who they are , they are centred , they don't arrive at a situation trying to work out what other people think they should do , but arrive ...
Página 227
... dialectician 210-12 leadership , labels 16-19 meanings of 1-2 as a contextualised activity 2 learning communities 179-83 learning organizations 174–9 LeGraine 33 Leithwood et al . 2 , 19 Levin 51 Lewicki and Bunker 109 , 110 life ...
... dialectician 210-12 leadership , labels 16-19 meanings of 1-2 as a contextualised activity 2 learning communities 179-83 learning organizations 174–9 LeGraine 33 Leithwood et al . 2 , 19 Levin 51 Lewicki and Bunker 109 , 110 life ...
Contenido
The books intentions | 1 |
1 Eight Essential Educational Objectives and their | 8 |
the need for ecological | 12 |
Derechos de autor | |
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Términos y frases comunes
ability achieve activity agendas argues become beliefs Bottery capitalism challenges chapter citizens citizenship commitment concept concerned consumer consumerism consumption context Council of Europe critical critique cultural democratic developmental stage theories dialectician dominant educational leaders educational leadership educational system effects epistemological ethical external facilitate Falmer feel flexibility forces forms fragmentation functional fundamentalist governments greater groups identity impact implement increased increasingly individual institutions intellectual capital issues kinds knowledge economy lead learning communities learning organization live London means ment moral nation-state neo-liberal objectivist organizational paradoxical particular policy makers political position practice private sector problems production professional provisionalist public sector reality reason recognize relationships requirements responsibility Ritzer role schools seen skills social social capital society standardization strategies suggests targets teachers transformational leadership trust underpinned understanding values vision welfare western world workers workforce