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. |
Dentro del libro
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Página 32
... external direction and further external control , producing a dangerously malign cycle of further fragmenta- tion and control . What this analysis suggests , then , is that control and fragmentation do not then act separately : they ...
... external direction and further external control , producing a dangerously malign cycle of further fragmenta- tion and control . What this analysis suggests , then , is that control and fragmentation do not then act separately : they ...
Página 91
... external targets is made the overriding objective , morale can be dramatically lowered , for such targets create constant feelings of self - doubt ( at having to replace carefully acquired professional judgements with externally imposed ...
... external targets is made the overriding objective , morale can be dramatically lowered , for such targets create constant feelings of self - doubt ( at having to replace carefully acquired professional judgements with externally imposed ...
Página 190
... external peer external mixed accountability Accountability based on values and peer process and values , process judgement output and output High / low trust high low high Trust based on values and external audit values and mystique ...
... external peer external mixed accountability Accountability based on values and peer process and values , process judgement output and output High / low trust high low high Trust based on values and external audit values and mystique ...
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