term.subject="administration"

Print version: Gigliotti, Ralph A. ; Crisis Leadership in Higher Education : Theory and Practice, The landscape of crisis in higher education : introduction and context -- The social construction of crisis in higher education : the perception of crisis, the reality of crisis -- The process of defining and labeling phenomena as crises -- The characterization and categorization of crises in higher education -- Centrality of communication in the theory and practice of crisis leadership -- Crisis adaptation of leadership competencies scorecard for leaders in higher education -- Implications for effective crisis leadership in higher education

Print version: Tagg, John ; Instruction myth, Frontmatter ; Contents ; Introduction ; Part I: Where Are We and How Did We Get Here? ; 1. The Chronic Crisis ; 2. How Did It Get This Way? ; Part II: Why Is Change So Hard? ; 3. The Status Quo Bias ; 4. How the Status Quo Bias Defends Itself in Organizations ; 5. The Design of Colleges and the Myths of Quality ; 6. Framing the Faculty Role: Graduate School, Departments, and the Price of Change ; 7. The Myth of Unity and the Paradox of Effort ; 8. Faculty Expertise and the Myth of Teacher Professionalism ; 9. Trial Run: The Case of the Degree Qualifications Profile ; Part III: Learning to Change, Changing to Learn ; 10. Seeds of Change ; 11. How Do People Learn to Change? ; 12. Diffusing Innovation by Making Peer Groups ; 13. Promoting Innovation through Scholarly Teaching ; 14. The Teaching Inventory and Portfolio ; 15. The Outcomes Transcript and Portfolio ; 16. Changing the Faculty Endowment ; 17. Creating a Market for Education ; 18. Levers for Change: A New Accountability ; Acknowledgments ; Notes ; Bibliography ; Index ; About the author

Print version: Cahn, Steven M. ; Inside academia, Frontmatter ; Contents ; Preface ; 1. How Professors View Academia ; 2. Graduate School ; 3. Turning Point ; 4. How Teachers Succeed ; 5. Teaching Graduate Students to Teach ; 6. Changing Departmental Culture ; 7. The Administration ; 8. Choosing Administrators ; 9. Curricular Structure ; 10. The Case for Liberal Education ; 11. Requirements ; 12. Distribution Requirements ; 13. A Core Curriculum ; 14. Departments ; 15. Appointments ; 16. Tenure and Academic Freedom ; 17. A Tenure Case ; 18. Autonomy ; Notes ; Index ; About the Author

Print version: Callaghan, Tonya D. ; Homophobia in the hallways, Critical theory for emancipation -- Participants : domination and resistance -- Media and the law : allies in resisting homophobia -- Catholic documents : doctrinal disciplining -- Theorizing the data : the many modes of power

Print version: Cosmopolitan perspectives on academic leadership in higher education, Cover; Half Title; Series; Title; Copyright; Contents; Notes on Contributors; Series Editors' Foreword; Acknowledgements; Introduction: Towards a CosmopolitanOutlook on Academic Leadership; A cosmopolitan outlook on academic leadership; Cosmopolitan narratives; Learning from the margins; Structure of the book; References; Part One Theoretical Orientations; 1 Academic Leadership and Its Discontents: Cosmopolitan Perspectives; Introduction; Academic leadership: A term in search of meaning; Global and local contexts of academic leadership, Towards a critical cosmopolitan 'outlook' or view of academic leadershipConclusion; References; 2 Everyday Cosmopolitanism: The Challenges of Academic Leadership; Traditions of cosmopolitanism; Contemporary global connectivities; Everyday cosmopolitanism; Beyond universal and banal cosmopolitanism; Challenges of academic leadership; References; Part Two Cosmopolitan Narratives; 3 Academic Leadership and Political Oppression in Palestine: Lessons to Be Learnt; Introduction; Contextualizing academic leadership; The history of higher education in the occupied Palestinian territory, Institutionalizing progressive academic leadershipConclusion; References; 4 Political Extremes in the Philippines: Academic Leadership and Social Engagement; My early years' education and career; Leadership in turbulent times: 1970s and 1980s; Leadership in times of change: 1993-2011; Leadership in wider social engagements; Summing Up; Personal reflections on my years of leadership; Notes; References; 5 Leadership of Academic Writing Development in England: Narratives of Problems, Pragmatism and Possibility; Introduction; Carol's vignettes; Vignette 1: 'Just be quiet and listen', Vignette 2: 'What sort of guide will I be?'Vignette 3: Having a strategy; Jacqueline's vignettes; Vignette 4: 'I reject your views'; Vignette 5: The 'wrong writing'; Vignette 6: The hidden writing; Research leadership as an embodied practice; Research leadership, writing and identity; Research leadership, writing and values; Leading research writing together: write a paper in a year initiative; Conclusion; Note; References; 6 Socio-political Complexities in South Africa: Educational Opportunities, Academic Leadership and Social Justice; My early years, education and career, Bophuthatswana and North West ProvinceDeveloping leadership through wider community engagement; Contrasting environments -- enabling/limiting leadership; Reflection on leadership; Notes; References; 7 Being a Woman Academic Leader in Japan: Intellectual Leadership and Culture Difference; Making a difference as the only woman in the room -- my journey to becoming an academic leader; Managing the multiple demands of being a female and foreign academic leader; Final thoughts on negotiations in and around the gendered cultures of higher education; Note; References

Print version: Goyette, Kimberly A. ; Education in America, The promise(s) of education -- Competing visions of public education : who and what should it be for? -- What does education do? paradigms and theories about how education works -- Inequality by socioeconomic background and class -- Inequality by race and ethnicity, immigrant status, and language ability -- Inequality by gender and disability -- Educational inequality in other nations -- Education reforms and inequality / Jessica Brathwaite and Kimberly Goyette -- If we don't like educational inequality, why is it so hard to make it go away?

Print version, PUSHED TO THE EDGE -- Contents -- Acknowledgements -- 1. Disciplining pupils: from exclusion to 'inclusion' -- The rise of the behaviour support unit -- A British school to prison pipeline? -- Back to the future: building character -- Punishing the poor -- Research, aims and ethics -- Structure of the book -- 2. An ethnography of 'inclusion': reflecting on the research process -- Minding the gap: moving from theory to practice -- Scoping Hailingbrooke -- From participant observation to groupwork -- Broadening the focus -- Gravensdale School -- Meedham Girls -- Acting into context?, 3. Contextualising challenging behaviour -- Separate and different -- Personalising inclusion: vulnerability and resilience -- Connectedness and separation -- Transnational ruptures: migrant experiences -- Violence and vulnerability -- Foregrounding the social and structural -- 4. Damaged boys, needy girls -- At risk of being risky -- 'Emotional behavioural deficiency': Damaged goods? -- Anger issues -- Contextualising anger -- Developmental deficits: challenging girls -- 5. Dynamics of disadvantage: race, gender and class -- Gravensdale: Not racist but ... -- 'Do you want to be in this school?', Invisible racism -- Gender hierarchies and sexual violence -- Class, distinction and the case of Ethan -- 6. 'Yo momma ... ': foregrounding families -- Blaming the parents -- Reaching parents: the centrality of mothers -- Family first -- Situated parenting: fighting your kid's corner -- Minding the gap -- Parenting, police and criminalisation -- Gendering parenting -- 7. "Ain't doing tramp's work": educational marginalisation and imagined futures -- Uncertain futures -- Valuing education: learning and labour -- Dirty money: weighing up the options -- Aspirational girls -- Keeping it in the family, Transcending aspiration: hopes and dreams -- 8. The politics of exclusion -- We need to talk about race -- Post-feminism and gendered power relations -- Beyond critical pedagogy -- Values beyond value -- References -- Index

Print version: Siegel-Hawley, Genevieve ; When the fences come down, Introduction : metropolitan school desegregation, past and present -- Background. Why boundary lines matter so much, and what we have done about them ; School policy is housing policy, and vice versa -- Analysis. Divergent paths : school and housing desegregation in four southern cities ; Divergent outcomes : the contemporary relationship between school and housing segregation in four southern cities -- Solutions. The choice conundrum : challenges and opportunities for voluntary school desegregation policy ; Education and the regional agenda -- Afterword / with Gary Orfield

SCHOOL GOVERNANCE -- Contents -- Foreword -- Preface -- Introduction -- Aims and approach -- Education as a public service -- Governing, governance and school governing in a democratic system -- Outline of the book -- Research methodology and data -- 1. School governing: a moment in time -- Volunteering in changing political contexts -- School governing in a changing system -- The Education Reform Act 1988, public services and the implications for the transformation of school governing, 1988-2010 -- Challenges for school governance -- 2. The Trojan Horse affair: media phenomenon and policy driver -- Introduction: a media frenzy -- An independent inspectorate -- The final outcome? Aftermath -- 3. School governors in the media -- Introduction -- The mediatisation of policy -- Crafting the story: the journalist's tale -- 4. Framing the work of school governors, 2008-15 -- Introduction -- 2008-09 -- 2010-11 -- 2012-15 -- 5. Democratic accountability: governors in a changing system -- Introduction -- Democratic accountability in the public services: an overview -- The growth of accountability regimes -- The role of the service user: parent, patient, public -- Educational accountability and the role of school governance, 1990-2015: New Public Management, accountability and inspection -- Governors and inspection -- Inspection and accountability today -- 6. Governors making sense of their work -- Introduction -- Making sense of it all -- Developing a governor identity: a way of making sense of the role and its challenges -- Framework for sense-making: commitment as a form of identity formation -- Exploring sense-making -- 7. Post-Trojan Horse: changes to policy and practice since the Trojan Horse affair -- Introduction -- Political fallout -- 'British values' and the policing of 'British values' -- Policy changes, The outlook for school governing: 2015 onwards -- References -- Index

Print version: Miller, Paul (Professor of Educational Leadership) ; Exploring school leadership in England and the Caribbean, Cover page ; Halftitle page ; Series page ; Title page ; Copyright page ; Contents; Spotlights; About the Author; Acknowledgements; Introduction; Methodology; Participants; Structure of book; 1 The Changing Nature of School Leadership; Introduction; The context of leadership; Leader(ship) effectiveness; School leadership in context; Conceptualizing leadership; 2 Curricula and Instructional Leadership; Introduction; Securing effective instruction; Resourcing effective instruction; Monitoring and supporting classroom practice; Achieving in difficulty; Achieving when location is a problem, Reflection3 Diversity Leadership; Introduction; Positioning inclusion; Positioning race and ethnicity; Positioning social class; Positioning gender; Positioning multiculturalism; Positioning social justice and schooling; Reflection; 4 Technology Leadership; Introduction; Vision and technology leadership; Principals' use of ICT; Teachers and ICT; Students and ICT; School processes and ICT; ICT infrastructure; Implementing and integrating ICT; Reflection; 5 Policy Leadership; Introduction; National policies at school level; National policy overload; Involving schools in national policy-making, School-level policy-making and implementationAccountability through school inspections; Reflection; 6 People Leadership; Introduction; Developing staff; Internal professional development; External professional development; Staff recruitment; Staff disciplinary -- letting someone go; Working with the school board; Working with the education ministry/department; Working with parents; Dealing with school bereavement; Isolated working; Reflection; 7 Entrepreneurial and Safety Leadership; Introduction; Entrepreneurial leadership in practice; Enterprising partnerships; Safety leadership, Child protectionReflection; 8 Evaluation, Implications and Conclusions; Introduction; Evaluation; Implications; Conclusions; Appendix Profile of Principals; References; Index