| 书目名称 | Distributed Leadership | | 副标题 | Different Perspectiv | | 编辑 | Alma Harris | | 视频video | | | 概述 | Offers critical and international perspectives on distributed leadership.Evidence based research.Top authors in the field | | 丛书名称 | Studies in Educational Leadership | | 图书封面 |  | | 描述 | Alma Harris The ?eld of school leadership is currently preoccupied with the idea of distributed leadership. Few ideas, it seems, have provoked as much attention, debate and c- troversy. Whatever your position on distributed leadership, and you cannot fail to have one, it is irrefutable that distributed leadership has become the leadership idea of the moment. Yet, it is an idea that can be traced back as far as the mid 20s and possibly earlier. So why the interest? Part of the answer can be found in a move away from theorizing and empirical enquiry focused on the single leader. This shift has undoubtedly been fuelled by structural changes, within schools and across school systems that have resulted in - ternative models or forms of leadership practice. Evidence highlights how those - cupying formal leadership positions are increasingly recognizing the limitations of existing structural arrangements to secure organizational growth and transformation (Fullan et al. , 2007; Harris et al. , 2008; Chapman et al. , 2008). As a consequence, many heads and principals are actively restructuring, realigning and redesigning leadership practice in their school (Harris, 2008). While the terminol | | 出版日期 | Book 2009 | | 关键词 | Educational Leadership; democracy; learning | | 版次 | 1 | | doi | https://doi.org/10.1007/978-1-4020-9737-9 | | isbn_softcover | 978-90-481-8195-7 | | isbn_ebook | 978-1-4020-9737-9Series ISSN 1572-3909 Series E-ISSN 2543-0130 | | issn_series | 1572-3909 | | copyright | Springer Science+Business Media B.V. 2009 |
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Front Matter |
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Introduction |
Alma Harris |
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The field of school leadership is currently preoccupied with the idea of distributed leadership. Few ideas, it seems, have provoked as much attention, debate and controversy. Whatever your position on distributed leadership, and you cannot fail to have one, it is irrefutable that distributed leadership has become the leadership idea of the moment. Yet, it is an idea that can be traced back as far as the mid 20s and possibly earlier. So why the interest?
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Distributed Leadership: What We Know |
Alma Harris |
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Distributed leadership has caught the attention of researchers, policy-makers practitioners and educational reformers (Spillane, 2006; Harris, 2008; Leithwood et al., 2009a). It is the leadership idea of the moment, even though its genesis can be traced back to the field of organizational theory in the mid 1960s (Barnard, 1968). Critics argue that distributed leadership is nothing more than a “new orthodoxy” which reinforces managerialist principles (Fitzgerald and Gunter, 2007). Alternatively, others argue it offers a new way of thinking about leadership in schools and provides a powerful tool for transforming leadership practice (Spillane et al., 2001).
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Investigating Connections Between Distributed Leadership and Instructional Change |
Eric M. Camburn,S.W. Han |
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To date, the literature on distributed leadership has mainly developed along two paths – conceptual writing about what distributed leadership is, and empirical studies describing whether and how leadership is distributed. At this stage of its development, this literature has not seriously addressed the potential consequences nor the benefits of distributed leadership. In summarizing a recent edited volume on the subject, Leithwood et al. (2008) acknowledge that the volume, and the larger body of research on distributed leadership has not yet assessed “the contribution of greater leadership distribution to the long list of desirable outcomes typically invoked by advocates” (p. 280). What benefits can be expected for schools in which leadership is distributed and how might distributed leadership help bring about such benefits? In this chapter, we take a small step towards addressing such questions by investigating the association between the distribution of leadership to teachers and instructional change in schools.
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Taking a Distributed Perspective in Studying School Leadership and Management: The Challenge of Stud |
James P. Spillane,Eric M. Camburn,James Pustejovsky,Amber Stitziel Pareja,Geoff Lewis |
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Recent work suggests that viewing school leadership from a distributed perspective has the potential to provide useful insight into how management and leadership unfold in the daily lives of schools. Writing in the area of distributed leadership has identified numerous entities in the school across which leadership can be distributed, including people and aspects of the situation such as routines and tools (Harris, 2005; MacBeath et al., 2004; Spillane, 2006). While there have been advances in articulating conceptual frameworks for taking a distributed perspective on school leadership and management (Gronn, 2000; Spillane et al., 2004), the empirical research base in this area is less developed. With a few exceptions (Camburn et al., 2003; Leithwood et al., 2007; Spillane et al., 2007), most empirical work has involved small samples of schools. But as we argue in this chapter, before researchers begin to accumulate evidence on distributed leadership in schools, an important intermediate step needs to be taken: the operationalization of concepts, or in other words, the translation of theory into measurement. It is this intermediate step that is the primary focus of this paper.
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The Relationship Between Distributed Leadership and Teachers’ Academic Optimism |
Blair Mascall,Kenneth Leithwood,Tiiu Strauss,Robin Sacks |
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Current interest in distributed sources of leadership is pervasive among both researchers and practicing leaders (e.g., Harris, 2009; Hammersley-Fletcher and Brundrett, 2005; Storey, 2004). Nevertheless, systematic evidence is modest, at best, about the factors that influence the nature and extent of distributed leadership in schools, as well as the consequences of distributed patterns of leadership for schools and students. The study reported in this paper examined the relationships between four patterns of distributed leadership and a selected set of teacher beliefs likely influence teachers’ leadership distribution preferences. The study also examined the relationship between the four patterns of leadership distribution and teachers’ academic optimism.
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Distributed Leadership in Schools: Does System Policy Make a Difference? |
Philip Hallinger,Ronald H. Heck |
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In a matter of a few short years, the idea of distributed leadership has evolved from a theoretical consideration of naturally-occurring social influence processes in school organization … to a mantra for reshaping leadership practice. More and more schools and school systems are attempting to develop distributed leadership. Increasingly, state education agencies and national education organizations are encouraging them to do it.
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Capacity Building Through Layered Leadership: Sustaining the Turnaround |
Christopher Day |
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Cultures do not change by mandate; they change by the specific replacements of existing norms, structures and processes by others; the process of cultural change depends fundamentally on modelling the new values and behaviour that you expect to displace the existing ones. Elmore, cited in Fullan, 2006:57a
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The Relationship Between Distributed Leadership and Action Learning in Schools: A Case Study |
Stephen Dinham |
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Teachers’ professional learning has been shown to be fundamental to successful teaching, student achievement and successful schools (Hattie, 2003, 2007; Dinham, 2007a, 2008b). In recent times there has been a movement away from traditional approaches to teachers’ professional learning towards more decentralised, contextualised forms of learning. (Dinham, 2007a).
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The Role of Sensemaking and Trust in Developing Distributed Leadership |
Karen Seashore Louis,David Mayrowetz,Mark Smiley,Joseph Murphy |
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Of all the “big” ideas now on the landscape of educational leadership, few are more prominent than “distributed leadership.” In a matter of a few short years, the idea of distributed leadership has evolved from a theoretical consideration of naturally-occurring social influence processes in school organization (e.g. Gronn, 2000; Spillane et al., 2001) to a mantra for reshaping leadership practice. More and more schools and school systems are attempting to develop distributed leadership. Increasingly, state education agencies and national education organizations are encouraging them to do so. Among the best known of these efforts in the United States has been the State Action Education Leadership Projects (SAELP), funded and promoted by the Wallace Foundation, the Education Commission of the States, and the Council of Chief State School Officers. At the time that this chapter was being prepared, many of the states that received SAELP grants were actively promoting the development of distributed or teacher leadership as part of these projects.
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Distributed Leadership: Democracy or Delivery? |
Andy Hargreaves,Dean Fink |
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In the face of mounting evidence that top-down, micro-managed educational change models have failed to enhance student achievement over time, alternative models of lateral and distributed leadership, cross-school networks and professional learning communities are now being promoted as ways to harness the energy, motivation and professional learning of teachers and school leaders to secure sustainable innovation and improvement. In contrast to technocratic emphases imported from the corporate world on performance targets, line management, and delivery systems, emerging models of distributed leadership, networks and communities of practice regard organizations more as “living systems” or complex, evolutionary, “networks” that are much less amenable to top-down regulation
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From Distributed to Hybrid Leadership Practice |
Peter Gronn |
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Ideas come and go. Some retain their usefulness, while some fall by the wayside. Still others survive with their original integrity intact, while others undergo major surgery or revision. To this point in its career history, the signs for distributed leadership are optimistic. If one casts a roving eye back across a decade or so, between the point of its arrival and its more recent uptake, then this particular view of leadership appears to have weathered an initial stage of conceptual exploration and is now well into a phase of empirical investigation. Moreover, some sense of its impact (and the difference, if any, that it makes) is becoming clearer. In short, distributed leadership displays a number of the hallmarks of survival. Having said that, and without wanting to adopt a glass half-empty mentality, the purpose of this chapter is to give voice to some caveats and concerns.
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Fit for Purpose: An Educationally Relevant Account of Distributed Leadership |
V.M.J. Robinson |
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Currently, there is intense interest in the relationship between educational leadership and student outcomes. The interest is evident in the number of recent reviews, syntheses and meta-analyses of the available published evidence (Leithwood et al., 2008; Marzano et al., 2005; Mulford, 2008; Robinson et al., 2008). These publications provide an opportunity for sober reflection on the state of research on educational leadership. Perhaps the most important conclusion to be drawn from them is that there is a radical disconnection between research on educational leadership and the core purpose of schooling – the education of children. The disconnection is most compellingly demonstrated by the miniscule proportion of publications that have empirically tested the relationship between aspects of educational leadership and student achievement and well-being.
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Coda |
A. Harris |
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The hope of transforming schools or school systems through the personality or actions of individual leaders is quickly fading. Strong leaders with exceptional vision do exist but unfortunately they do not come in sufficient numbers to meet the demands and challenges of today’s schools. An alternative conceptualization of leadership is one that is distributed and premised on the quality of shared activity and interaction. There is increasing research evidence which suggests a positive relationship between distributed leadership and organizational change, as many of the chapters in this book have shown. The challenge is to build on this empirical platform and extend the knowledge base even further.
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发表于 2025-3-21 18:41:00
