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Article
Publication date: 1 July 2006

Larry Sackney and Keith Walker

This paper sets out to posit that the new economy places a new set of demands on schools and those who lead. Mindfulness, intentional engagement of people and adaptive confidence…

2360

Abstract

Purpose

This paper sets out to posit that the new economy places a new set of demands on schools and those who lead. Mindfulness, intentional engagement of people and adaptive confidence are needed developmental features of beginning principal success. The paper examines how beginning principals in Canada respond to the capacity‐building work of leading learning communities.

Design/methodology/approach

The paper examines data from a number of Canadian studies of beginning principalship and makes sense of these data using learning community and leadership literature.

Findings

Beginning principals must create a learning community culture that sustains and develops trust, collaboration, risk taking, reflection, shared leadership, and data‐based decision making. Mindfulness, engaging people in capacity building and the development of adaptive confidence are key features of new principal maturation.

Originality/value

Beginning principals need to first develop personal, then collective efficacy, as well as mindfulness of their own learning and the learning culture. Further, beginning principals must intentionally engage people in acts of capacity building, together with conveying adaptive confidence in order to effectively foster professional learning communities.

Details

Journal of Educational Administration, vol. 44 no. 4
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 March 2000

Neil Dempster

This paper examines the impact and effects of site‐based management on schools using a framework developed by Canadian researchers, Sackney and Dibski. It draws on research…

2765

Abstract

This paper examines the impact and effects of site‐based management on schools using a framework developed by Canadian researchers, Sackney and Dibski. It draws on research literature from the UK, New Zealand and Australia and includes results from three studies in which the author has been engaged. The Sackney and Dibski framework is used to lay seven “charges” against site‐based management – that site‐based management leads to greater decision‐making flexibility, changes the work role and increases the workload of principals, improves student learning outcomes, increases innovation, increases competition, results in reduced funding and affects the standing of the public education system. The analysis of the literature selected suggests that site‐based management is guilty of some and not of others.

Details

Journal of Educational Administration, vol. 38 no. 1
Type: Research Article
ISSN: 0957-8234

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Available. Content available
Article
Publication date: 22 March 2011

514

Abstract

Details

Journal of Educational Administration, vol. 49 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 27 September 2011

Stephen Dinham and Frank Crowther

This paper aims to serve as an introduction to and overview of this special issue of the Journal of Educational Administration entitled “Building organisational capacity in school…

2211

Abstract

Purpose

This paper aims to serve as an introduction to and overview of this special issue of the Journal of Educational Administration entitled “Building organisational capacity in school education”. The co‐editors have solicited contributions from authors in Wales, Australia, Canada, the USA, England, Hong Kong and New Zealand.

Design/methodology/approach

The paper reviews past and contemporary approaches to the issue of capacity building in education and in particular, sustainable capacity building. As well as reviewing key researchers and writers in this field, including their own work, the authors foreshadow and synthesise the other seven papers that make up this special issue.

Findings

The paper contends that building capacity in schools and schooling, while no means easy, can be both understood and accomplished. However, caution needs to be exercised because hard‐fought gains in capacity building and sustainability can be quickly eroded under the influence of poor leadership or extraneous changes.

Practical implications

The paper serves as a framework both for the seven papers that follow and more generally for understanding and conceptualising sustainable school capacity building.

Originality/value

The paper performs the function of framing current debates and pressures around sustainable school capacity‐building in an international theoretical and practical context.

Details

Journal of Educational Administration, vol. 49 no. 6
Type: Research Article
ISSN: 0957-8234

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Available. Content available
Article
Publication date: 1 August 2001

Frank Tam Wai Ming

2256

Abstract

Details

Journal of Educational Administration, vol. 39 no. 4
Type: Research Article
ISSN: 0957-8234

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Book part
Publication date: 27 April 2023

Nicola Capolupo

Abstract

Details

Entrepreneurial Learning Evolutions in Startup Hubs: A Post-Pandemic Perspective for Lean Organizations
Type: Book
ISBN: 978-1-83753-070-0

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