Action Research for Educational Change (Theory in Practice) by Elliott

By Elliott

This ebook is worried with motion examine as a kind of instructor expert improvement. In it, John Elliot strains the old emergence and present importance of motion examine in faculties. He examines motion examine as a "cultural innovation" with transformative probabilities for either the pro tradition of academics and instructor educators in academia and explores how motion learn could be a kind of inventive resistance to the technical rationality underpinning executive coverage. He explains the position of motion study within the particular contexts of the nationwide curriculum, instructor appraisal and competence-based instructor education.

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Leadership explains about 5 to 7 per cent of the difference in pupil learning and achievement across schools, about one-quarter of the total difference across schools. These authors also note that there would be a 10 per cent increase in pupil tests scores arising from an average headteacher improving their demonstrated abilities across 21 leadership responsibilities. They conclude with this salutary statement: There is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership.

Avolio (2005) makes a compelling case for leadership development based on the view that leaders are ‘made not born’. Those who appear to have ‘natural’ leadership qualities acquired them through a learning process, leading Avolio (2005: 2) to deny that ‘leadership is fixed at birth’. This leads to a view that systematic preparation, rather than inadvertent experience, is more likely to produce effective leaders. THE SIGNIFICANCE OF LEADERSHIP AND MANAGEMENT DEVELOPMENT 31 Hallinger (2003a) stresses the importance of developing a carefully grounded relationship between leadership development, the quality of school leadership and both school and student outcomes.

1999) point to the lack of explicit descriptions of instructional leadership in the literature and suggest that there may be different meanings of this concept. Southworth (2002: 79) says that ‘instructional leadership … is strongly concerned with teaching and learning, including the professional learning of teachers as well as student growth’. Bush and Glover’s (2003) definition stresses the direction of the influence process: Instructional leadership focuses on teaching and learning and on the behaviour of teachers in working with students.

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