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Understanding communities of school leadershipchanging dynamics of organizations /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding communities of school leadershipby Joseph F. Murphy.
Reminder of title:	changing dynamics of organizations /
Author:	Murphy, Joseph.
Published:	Cham :Springer Nature Switzerland :2023.
Description:	vi, 126 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Educational leadership.
Online resource:	https://doi.org/10.1007/978-3-031-23759-1
ISBN:	9783031237591$q(electronic bk.)

Understanding communities of school leadershipchanging dynamics of organizations /
Murphy, Joseph.

Understanding communities of school leadershipchanging dynamics of organizations /[electronic resource] :by Joseph F. Murphy. - Cham :Springer Nature Switzerland :2023. - vi, 126 p. :ill., digital ;24 cm. - SpringerBriefs in education,2211-193X. - SpringerBriefs in education..

Chapter 1: Unpacking the Concept of Communities of School Leadership -- Chapter 2: Rationale -- Chapter 3: Change Forces -- Chapters 4 & 5: The Changing Nature of School Organizations and Change Forces -- Chapter 6: Organizational Blueprints -- Chapter 7: Barriers -- Chapter 8: Dangers.

This book examines the evolution of schooling from bureaucracy and hierarchy to post-industrial schools, and places teachers' leadership on center stage at the same time. That is, it asks teachers to deepen leadership in their classrooms and with other teachers. The book carries education and schooling from formal control to a social influence process and addresses the deeply rooted difficulty of focusing too much energy on content. It reveals the strong power of internal and external context and helps educators implant the idea of the school not as a fixed, immutable home, but as a relatively deep social process. It shows how co-leadership comes alive in schools. Communities of schooling is one of the three most critical developments in education in the last 140 years. When it is linked with the two other fundamental reorientations in schooling - "dispersed ownership" and "constructivist work" - it becomes the most powerful force in education since the 1700s. This book shows how communities of schooling replace the earlier pillars of "learning as telling," "hierarchy of control," and "non-democratic influence." The work also explains the meaning and understanding of school work as a social influence process where all school-based educators exert power, but at different levels. The idea of enhancing individual and collective capacity through interdependency, shared work, and collective responsibility is unpacked.

ISBN: 9783031237591$q(electronic bk.)

Standard No.: 10.1007/978-3-031-23759-1doiSubjects--Topical Terms:

300947
Educational leadership.

LC Class. No.: LB2806 / .M87 2023

Dewey Class. No.: 371.2

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520 $a This book examines the evolution of schooling from bureaucracy and hierarchy to post-industrial schools, and places teachers' leadership on center stage at the same time. That is, it asks teachers to deepen leadership in their classrooms and with other teachers. The book carries education and schooling from formal control to a social influence process and addresses the deeply rooted difficulty of focusing too much energy on content. It reveals the strong power of internal and external context and helps educators implant the idea of the school not as a fixed, immutable home, but as a relatively deep social process. It shows how co-leadership comes alive in schools. Communities of schooling is one of the three most critical developments in education in the last 140 years. When it is linked with the two other fundamental reorientations in schooling - "dispersed ownership" and "constructivist work" - it becomes the most powerful force in education since the 1700s. This book shows how communities of schooling replace the earlier pillars of "learning as telling," "hierarchy of control," and "non-democratic influence." The work also explains the meaning and understanding of school work as a social influence process where all school-based educators exert power, but at different levels. The idea of enhancing individual and collective capacity through interdependency, shared work, and collective responsibility is unpacked.
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