Using an innovative research strategy including empirical, interpretive, and narrative strands, Rod Evans reorients studies of educational administration that have been dominated by organizational theory originating in the world of industry and commerce. Building on a foundation of pedagogical and phenomenological inquiry, he examines administrators’ concrete, lived experience, or “lifeworld practice.” In reconstituting educational administration as pedagogical practice, Evans draws conclusions with profound implications for schools and administrators of every stripe.

The International Handbook of Leadership for Learning brings together chapters by distinguished authors from thirty-one countries in nine different regions of the world. The handbook contains nine sections that provide regional overviews; a consideration of theoretical and contextual aspects; system and policy approaches that promote leadership for learning with a focus on educating school leaders for learning and the role of the leader in supporting learning. It also considers the challenge of educating current leaders for this new perspective, and how leaders themselves can develop leadership for learning in others and in their organisations, especially in diverse contexts and situations. The final chapter considers what we now know about leadership for learning and looks at ways this might be further improved in the future. The book provides the reader with an understanding of the rich contextual nature of learning in schools and the role of school leaders and leadership development in promoting this. It concludes that the preposition ‘for’ between the two readily known and understood terms of ‘leadership’ and ‘learning’ changes everything as it foregrounds learning and complexifies, rather than simplifies, what that word may mean. Whereas common terms such as ‘instructional leadership’ reduce learning to ‘outcomes’, leadership for learning embraces a much wider, developmental view of learning.

In this book the authors have conducted extensive research and describe what makes a successful school and how this varies in different countries. The book follows the progress of a cohort of 7-year-old children through their schools over a two-year period. It covers schools in the US, Canada, Hong Kong, Taiwan, Australia, the UK, Norway, the Netherlands, and Ireland and: *draw together what it is that the most and least effective schools do in each country *pinpoints what makes 'effective teaching' across the globe *analyses which effectiveness-producing school and teaching factors appear to be the same and which are context specific *discusses how educational policies can be used to generate World Class Schools and which new blends of practice can, or should be used The existing literature based upon the comparison of the educational achievements of different countries is inadequate. This unique study provides a rich picture of the processes of the education systems of different countries which will appeal to practitioners and policy makers.

An Intellectual History of School Leadership Practice and Research presents a detailed and critical account of the ideas that underpin the practice of educational leadership, through drawing on over 20 years of research into those who generate, popularise and use those ideas. It moves from abstracted accounts of knowledge claims based on studying field outputs, towards the biographies and practices of those actively involved in the production and use of field knowledge. The book presents a critical account of the ideas underpinning educational leadership, and engages with those ideas by examining the origins, development and use of conceptual frameworks and models of best practice. It deploys an original approach to the design and composition of an intellectual history, and as such it speaks to a wider audience of scholars who are interested in developing and deploying such approaches in their particular fields.

This volume represents a serious attempt to understand what it is that structures the pedagogical experience. In that attempt there are two main objectives. One is a theoretical interest that involves examining the issue of the subjectivity of the teacher and exploring how intersubjective negotiations shape the production of classroom practice. A second objective is to apply these understandings to the production of mathematical knowledge and to the construction of identities in actual mathematics classrooms. To that end book contains substantial essays that draw on postmodern philosophies of the social to explore theory's relationship with the practice of mathematics pedagogy. Unpacking Pedagogy takes new ideas seriously and engages readers in theory development. Groundbreaking in content, the book investigates how our thinking about classroom practice in general, and mathematics teaching (and learning), in particular, might be transformed. As a key resource for interrogating and understanding classroom life, the book's sophisticated analyses allow readers to build new knowledge about mathematics pedagogy. In turn, that new knowledge will provide them with the tools to engage more actively in educational criticism and to play a role in educational change.

Accountability and Culture of School Teachers and Principals studies the degree to which teachers and principals in eight countries view themselves as taking responsibility, working by clear standards, reporting transparently, and accepting feedback at work. The book focuses on cultural values that explain variation in accountability levels of school educators, drawing on data from Canada, China, Hungary, Israel, the Netherlands, Spain, South Africa, and Zimbabwe. It addresses the question of whether cultural values, specifically collectivism and individualism, are related to teachers’ and principals’ external and internal accountability dispositions. It also explores the intriguing role of organizational support and key school personnel in school reforms across the world, providing a new way to understand school accountability. The book will be of great interest for academics, post-graduate students, and scholars in the field of education policy and international and comparative studies in education.

Proceedings of the International Conference on Law, Social Science, Economics and Education 2022 Malapy 2022, 28 May 2022, Tegal, Indonesia. Malapy is an International Conference hosted by Universitas Pancasakti Tegal. This Conference is arranged to become an annual conference making room for scholars and practitioners in the area of economic, legal, educational, environmental aspects as well as a combination of all these aspects.