| 000 | 09298cam a2200421 i 4500 | ||
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| 005 | 20221101222552.0 | ||
| 008 | 071012s2008 caua b 001 0 eng d | ||
| 010 | _a 2007014720 | ||
| 011 | _aBIB MATCHES WORLDCAT | ||
| 020 |
_a1412957419 _qcloth |
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| 020 |
_a9781412957410 _qcloth |
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| 020 |
_a0761928111 _qpbk. |
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| 020 |
_a9780761928119 _qpbk. |
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| 035 | _a(ATU)b11292982 | ||
| 035 | _a(OCoLC)123029638 | ||
| 040 |
_aDLC _beng _erda _cDLC _dBAKER _dBTCTA _dC#P _dYDXCP _dBWX _dIXA _dMUQ _dATU |
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| 050 | 0 | 0 |
_aLB2805 _b.E638 2008 |
| 082 | 0 | 0 |
_a371.2 _222 |
| 100 | 1 |
_aEnglish, Fenwick W., _eauthor. _91065477 |
|
| 245 | 1 | 4 |
_aThe art of educational leadership : _bbalancing performance and accountability / _cFenwick W. English. |
| 264 | 1 |
_aLos Angeles : _bSAGE Publications, _c[2008] |
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| 264 | 4 | _c©2008 | |
| 300 |
_axiv, 233 pages : _billustrations ; _c24 cm |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_aunmediated _bn _2rdamedia |
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| 338 |
_avolume _bnc _2rdacarrier |
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| 504 | _aIncludes bibliographical references (pages 209-222) and index. | ||
| 505 | 0 | 0 |
_tThe Leadership Challenge -- _tLeaders and Leadership Are Universal in the Human Experience -- _tPursuing Graduate Study to Become the "Complete Leader" -- _tLeadership Is an Art Because It Involves a Purposive Construction of Self -- _tThe Importance of Individual Agency -- _tLeadership Is an Acquired Set of Habits and Skills -- _tWhy Academic Study? -- _tIs There a Difference Between Leadership and Management? -- _tThe Basis of Authority -- _tThe Use of Power and Sanctions -- _tFollower Relations and Interactions -- _tRole Legitimacy and Relationships -- _tCreativity -- _tThe Necessary Alliance: Leadership and Management -- _tPursuing Learning Extensions of the Chapter -- _tWriting in Your Personal Reflective Journal -- _tA Review of Key Chapter Concepts -- _tArchetypes of Leadership in the Human Experience -- _tAn Example of a Personal Leadership Journey: The Story of Miyamoto Musashi -- _tThe Origins of Leadership -- _tLeadership Is Universal-But -- _tLeaders Are Contextual and Culturally Specific Actors -- _tThe American Monomyth in Action -- _tGender Barriers in Mythos and Religion -- _tPursuing Learning Extensions of the Chapter -- _tWriting in Your Personal Reflective Journal -- _tA Review of Key Chapter Concepts -- _tMental Prisms of Leadership -- _tDiscerning Contemporary Notions of Perception and Truth -- _tPerception and Truth Are Linguistically and Culturally Defined -- _tPerception and Truth Are Relational and Circular -- _tPerception and Truth Are Theory Embedded -- _tPerception and Truth May Be False -- _tPerception and Truth Produce a Situated "Reality" -- _tHow Do We Know What We Perceive Is True? Theories of Truth -- _tLinguistic Difficulties With Theories of Truth -- _tPragmatist Theories of Truth -- _tCoherence Theories of Truth -- _tRedundancy Theories of Truth -- _tThe Uses of Truth in Science -- _tPursuing "Truth" in Educational Leadership -- _tTracing the Influence of Herbert Simon and the Doctrine of Efficiency -- _tA Final Commentary About Theories of Truth -- _tPursuing Learning Extensions of the Chapter -- _tWriting in Your Personal Reflective Journal -- _tA Review of Key Chapter Concepts -- _tIndividual Human Agency and Principles of Action -- _tThe Apex of Decision Making: The Oracle of Delphi -- _tThe Gardner Cognitive Model of Leadership -- _tThere's No Getting Around Who the Leader Is and What Is Important -- _tThe Antipodes of Moral Discourse -- _tA Man of Unbending Principle Changes the Center of Gravity of a Nation -- _tA Pragmatic Man of the People Saves the Nation -- _tThe Creation of a Moral Compass -- _tA Moral Compass in Contentious Times: The Case of Ted Bell -- _tThe Case of the Wounded Leader -- _tPursuing Learning Extensions of the Chapter -- _tWriting in Your Personal Reflective Journal -- _tA Review of Key Chapter Concepts -- _tLeadership as Artful Performance -- _tRoles Versus Traits: Popular Misconceptions of Leadership -- _tDetermining Role Legitimacy as the Basis of Performance -- _tIs Leadership Acting? -- _tReal-Life Drama in Chicago: A Portrait of Power Undone -- _tHow Followers Look to School Leaders for What They Need -- _tA Portrait of Two Types of Storytellers as Leaders -- _tPursuing Learning Extensions of the Chapter -- _tWriting in Your Personal Reflective Journal -- _tA Review of Key Chapter Concepts -- _tUnderstanding the Landscape of Educational Leadership -- _tCentral Tenets of Modernism -- _tThe Pseudoscientific Epoch: Educational Leadership and the Long Shadow of "Scientific Management" -- _tThe Early Scientific Epoch -- _tThe Behaviorism Epoch -- _tThe Epoch of Structuralism -- _tThe Feminist /Critical Theory Epoch -- _tThe Critical Race Theory Epoch -- _tThe Queer Theory Epoch -- _tThe Postmodern Epoch -- _tKitsch Management Texts and Educational Leadership -- _tPursuing Learning Extensions of the Chapter -- _tWriting in Your Personal Reflective Journal -- _tA Review of Key Chapter Concepts -- _tBalancing Performance and Accountability -- _tA Review of the Many Forms of Life Writing -- _tThird Person Forms of Life Writing -- _tBiography -- _tPsychobiography -- _tProsopography -- _tPortraits, Portrayals, and Profiles -- _tObituaries -- _tFirst Person Forms of Life Writing -- _tAutobiography -- _tAutobiographical Extensions -- _tLife Stories, Memoirs, Diaries, Letters, and Journals -- _tGauging the Possibilities of Life Writing to Understand Leadership -- _tConfronting the Myopia of "the Field" -- _tServant Leadership: The Mind and the Heart as One -- _tPursuing Learning Extensions of the Chapter -- _tWriting in Your Personal Reflective Journal -- _tA Review of Key Chapter Concepts -- _tArtful Performance and National Standards -- _tThe National Leadership Standards -- _tFoucault's Concept of Apparatus -- _tProblems With the Knowledge Base: Producing an Unequivocal Platform for the Normalizing Gaze and the Policing Function -- _tRetracing the Steps in the Developmental Process -- _tReductionism, Rationality, and Core Technologies -- _tThe Erasure of Context So One Size Fits All -- _tStifling Research Dissent by the Vicious Circle Principle (V.C.P.) -- _tThe Metaphors of Efficiency in the ISLLC -- _tStandards -- _tThe National Debate on Educational Leadership Preparation -- _tThe "Pipeline" Scenario: Not "Enough" Quality Leaders for the Schools -- _tThe "Real World" Scenario: Universities Are Too Removed From Reality to Prepare Educational Leaders Well -- _tSome Schools Are "Broken" Scenario: Leaders Need Incentives /Competition to "Fix" Them -- _tThe Social Justice Scenario: Leadership Is a Distributed Function -- _tPursuing Learning Extensions of the Chapter -- _tWriting in Your Personal Reflective Journal -- _tA Review of Key Chapter Concepts. |
| 520 | _a"“The Art of Educational Leadership provides one of the most complete examinations of leadership that I have encountered. I admire the way it urges students to think and reflect. The format allows individual learners to focus on those materials that best fit their learning style while the numerous presentations of a single topic through the different modalities strengthens the learning. This text is a fresh, new look at leadership..” —Louise L MacKay, East Tennessee State University Moves beyond established notions of leadership to recognize that effective leading is about drama and performance—artistry! The Art of Educational Leadership: Balancing Performance and Accountability stresses the human side of leadership. No other text on this topic demonstrates so ably the importance of artistry in leadership in a field that has been lopsidedly dominated by concepts informed by science. Presenting the idea that leadership is an art, this book: Exemplifies a balance between the science and the art of educational leadership: The real improvement of practice is rooted in the art of application, which is about context and represents the key to leadership practice. Connects content material to self-discovery: Exercises at the end of each chapter include creating a personal, reflective journal to engage the reader in and reflect upon theories and practices presented in the book. Films are suggested for viewing to illustrate the interaction between context, culture, decisions, and outcomes. Portrays multicultural leadership in action: Biography boxes throughout the book share how multicultural educational and political leaders who have been recognized as “expert” practitioners learned the art of leadership in the public arena. This is the first book in educational leadership to sketch out a balance between the science and the art of the field. The text illustrates how performance and practice represent the art, while the delineation of the skills and conceptual models represent the science."--Publisher description. | ||
| 588 | _aMachine converted from AACR2 source record. | ||
| 650 | 0 |
_aEducational leadership _zUnited States. _9592222 |
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| 650 | 0 |
_aSchool management and organization _zUnited States _9371602 |
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| 856 | 4 | 2 |
_3Contributor biographical information _uhttp://www.loc.gov/catdir/enhancements/fy0804/2007014720-b.html |
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