Buch, Englisch, Band 3, 244 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 322 g
The Essential Leadership Questions for School Leaders and Educational Researchers
Buch, Englisch, Band 3, 244 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 322 g
Reihe: Educational Leadership and Leaders in Contexts
ISBN: 978-90-8790-568-2
Verlag: Brill Academic Publishers
"For the authors in this book, there can be no valid excuses for ignorance in any aspect of education as theory/practice. That is:
- If we come to learn that all educational problems involve knowledge of complex systems and processes, then quick, simple solutions should not be an educator’s first or only expedient option.
- If all education requires a measure of cultural and contextual understandings, then uniform, standardized programs and lessons will not meet the needs of all children or communities.
- If educational change takes time and strenuous efforts to take hold, then why do we abandon and restart reforms efforts year after year?
- If educational practices are best performed by those closest to the problems, then why do we not prepare and continuously develop teachers and administrators to grow intellectually and politically to make wise decisions?
- If who a person is culturally and intellectually shapes who they are as educators, then why are our recruitment, selection, induction, and retention policies not influenced by this assumption?
- If today’s best practices have not taken careful note of successes in the past, then how do we validly measure best practices in use today?
- If one-time, standardized test scores are not adequate measures of a person’s worth, a teacher’s competency, or a school’s value to its community, then why do our policies and practices say otherwise?
Unfortunately, our ignorance of the “what” and the “how” of education and educational leadership has persisted across contexts and history. Why? This book provides both theoretical and practical answers to these elusive and problematic issues.
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- If we come to learn that all educational problems involve knowledge of complex systems and processes, then quick, simple solutions should not be an educator’s first or only expedient option.
- If all education requires a measure of cultural and contextual understandings, then uniform, standardized programs and lessons will not meet the needs of all children or communities.
- If educational change takes time and strenuous efforts to take hold, then why do we abandon and restart reforms efforts year after year?
- If educational practices are best performed by those closest to the problems, then why do we not prepare and continuously develop teachers and administrators to grow intellectually and politically to make wise decisions?
- If who a person is culturally and intellectually shapes who they are as educators, then why are our recruitment, selection, induction, and retention policies not influenced by this assumption?
- If today’s best practices have not taken careful note of successes in the past, then how do we validly measure best practices in use today?
- If one-time, standardized test scores are not adequate measures of a person’s worth, a teacher’s competency, or a school’s value to its community, then why do our policies and practices say otherwise?
Unfortunately, our ignorance of the “what” and the “how” of education and educational leadership has persisted across contexts and history. Why? This book provides both theoretical and practical answers to these elusive and problematic issues.
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