Educational Leadership
Educational Leadership

Author: Christopher Hodgkinson

Publisher: State University of New York Press

Published: 1991-07-03

Total Pages: 204

ISBN-13: 1438406827

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This book shows that educational leadership is not a science but a philosophical activity, a moral art. The central problem of administration is defined as value conflict, and Hodgkinson presents an analysis and theory of value and of conflict resolution. He examines what it means to be a leader and how to cope with the pressures of organizational life. Additionally, he deals with leadership as a human and humane process engaging consciousness and will in a context of values and ethics.

The New Philosophy for K-12 Education
The New Philosophy for K-12 Education

Author: James F. Leonard

Publisher: ASQ Quality Press

Published: 1996

Total Pages: 352

ISBN-13:

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Presents a framework for beginning and continuing the process of transformation in America's K-12 public schools, based on Edward Deming's philosophies of business and organizational transformation. Concentrates on the three key elements of adoption of a systems perspective, application of essential statistical methods, and leadership, showing how

New Directions in Educational Leadership Theory
New Directions in Educational Leadership Theory

Author: Scott Eacott

Publisher: Routledge

Published: 2018-02-02

Total Pages: 150

ISBN-13: 1317234081

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Educational leadership has a rich history of epistemological debate. From the ‘Theory Movement’ of the 1950-1960s, through to Greenfield’s critique of logical empiricism in the 1970s, the emergence of Bates’ and Foster’s Critical Theory of educational administration in the 1980s, and Evers’ and Lakomski’s naturalistic coherentism from1990 to the present time, debates about ways of knowing, doing, and being in the social world have been central to advancing scholarship. However, since the publication of Evers’ and Lakomski’s work, questions of the epistemological preliminaries of research have become somewhat marginalised. This is not to suggest that such discussions are not taking place, but rather that they have been sporadic and piecemeal. In New Directions in Educational Leadership Theory, the contributors sketch possible alternatives for advancing scholarship in educational leadership. The coherence of this volume comes not from the adoption of a single theoretical lens, but rather from its engagement with epistemology, ontology, and methodology. The choice of the plural ‘alternatives’ is deliberate, and its use is to evoke the message that there is more than one way to advance knowledge. The approaches adopted across this collection offer fruitful directions for the field and hopefully will stimulate substantive dialogue and debate in the interest of advancing knowledge. This book was originally published as a special issue of Educational Philosophy and Theory.

Toward a New Philosophy of Biology
Toward a New Philosophy of Biology

Author: Ernst Mayr

Publisher: Harvard University Press

Published: 1988

Total Pages: 582

ISBN-13: 9780674896666

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A collection of twenty-eight essays, five previously unpublished, grouped into nine categories: Philosophy, Natural Selection, Adaptation, Darwin, Diversity, Species, Speciation, Macroevolution, and Historical Perspective. The book, Ernst Mayr notes in the Foreword, is an attempt "to strengthen the bridge between biology and philosophy, and point to the new direction in which a new philosophy of biology will move."

Political Philosophy, Educational Administration and Educative Leadership
Political Philosophy, Educational Administration and Educative Leadership

Author: Reynold Macpherson

Publisher: Routledge

Published: 2013-10-01

Total Pages: 256

ISBN-13: 1134678185

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In this book Reynold Macpherson initiates a politically-critical theory of educative leadership as a fresh line of inquiry in the practice, research and theory of educational administration and educational leadership. Divided into four parts, the book introduces the sub-discipline of political philosophy to the field of educational administration, management and leadership. It does this by clarifying the knowledge domain of each and identifying how four political ideologies, specifically pragmatism, communitarianism, communicative rationalism and egalitarian liberalism, have primarily informed and surreptitiously provided contestable justifications for power in the development of practice, research and theory in the field of study. The book goes on to offer three case studies illustrating how political philosophy can be used to interpret how people become leaders and administrators of educational institutions and systems. Additional case studies then demonstrate how crises in governance in educational institutions and systems can be analyzed and improvements made using the tools of political philosophy. The final part uses the sub-discipline to critique the author’s decades of research into educative leadership, and concludes the book by both establishing the relativity of politically-critical critique and the ideology it favours; neo-pragmatism. Political Philosophy, Educational Administration and Educative Leadership will provide practitioners, researchers and theorists in educational administration, management and leadership with a deeper appreciation of power by formally introducing them to the assumptions, limits and tools of political philosophy.