Connective Leadership in an Interdependent and Diverse World

Expressing strong agreement with Robert Sternberg’s rationale for changing our methods for identifying intelligence, this analysis emphasizes connections with leadership failures. In recognition that a changing world requires connective ethical leadership, it discusses the nine-factor behavioral model portraying achieving styles that can facilitate effective leadership in a changing world. Leaders operating along these lines can identify high-potential initiatives and artfully adjust their behaviors to achieve the best outcomes.     

中小学校长课程领导力构成要素及作用机制研究——基于PLS-SEM的实证研究

校长课程领导力是学校课程发展、教师专业发展与学生素养提升的重要保障。基于校长课程领导力的概念解读与维度分解,研究探讨了校长课程领导力的构成要素以及作用机制。以中小学校长为调研对象,采用描述性统计、PLS-SEM分别进行现状分析与模型检验,探究校长课程意识等对课程领导效能的关系。研究发现:中小学校长的课程规划与管理能力较强,课程意识与课程评估能力则较为薄弱;校长课程管理能力与课程评估能力直接影响课程领导效能,而校长的课程意识会经由六条中介作用路径正向影响课程领导效能。基于以上研究结果,提出了注重校长课程领导力培训的科学精准、加强对校长课程领导情智要素的实证研究、构建基于叙事的校长课程领导力提升机制的建议。     

Disentangling school leadership and its ties to instructional practices – an empirical comparison of various leadership styles

This paper investigates the direct and indirect ties between various leadership styles, namely, instructional, transformational, transactional, and laissez-faire leadership, and the instructional practices of teachers by applying a structural equation model. For this purpose, we analyzed survey data of n = 3,746 teachers from 126 schools collected by the Hamburg school inspection in Germany between 2012 and 2015. The underlying model is based on Leithwood’s framework for guiding research on leader effects on learning and instruction. First, the results show that a bi-factor model seems to be the best measurement model. Next, it is shown that mediating variables are influenced by a leadership core as well as by different leadership facets. Third, we found that for influencing complex instructional practices like cognitive activation with challenging content, a combination of leadership styles is most promising, while for classroom management instructional leadership is the only and, thus, the primary determinant.     

Thinking styles: teaching and learning styles in graduate education students

This study investigated the relationship between two intellectual styles approaches: Sternberg’s thinking styles of teachers and Felder and Silverman’s learning styles. Ninety‐five graduate students majoring in special education, reading, educational leadership and curriculum, and elementary education completed the Thinking Styles in Teaching Inventory (TSTI) and the Index of Learning Styles Questionnaire (ILS). Several thinking styles from Sternberg’s theory of self‐government were highly to moderately correlated with Felder’s learning styles. The TSTI did not differentiate between master’s and doctoral students, but the ILS did so. Participants differed in their thinking styles in teaching and in their learning styles, based on their educational major.     

Positioning Stakeholders in Curriculum Leadership: How can teacher educators work with teachers to discover and create their place?

This article draws from research in an Australian Research Council (ARC) Collaborative Research Project involving personnel from Queensland University of Technology and Education Queensland. The focus was on theorising curriculum leadership for effective learning and teaching. As the project proceeded, it became evident that there are certain factors which contribute to curriculum leadership as a shared phenomenon at teaching/learning sites; and that among these factors, personal factors were important in shaping teachers' perceptions of their readiness to engage in curriculum leadership. This article also draws on some recent exploratory research which resulted from the project. In this research, the emphasis was on how space might be discovered and created for the voices of significant stakeholders in curriculum leadership. Both pieces of research raise a number of interesting questions about supporting and sustaining teachers in their engagement in curriculum leadership. These questions are explored within the context of the question posed in the article's title.     

Courses for teaching leadership capacity in professional engineering degrees in Australia and Europe

Recently, many educational institutions across the globe have implemented engineering leadership programmes either as a part of a formal engineering curriculum or where leadership development is embedded into separate in-house programmes. This shows the clear intent of these educational institutions to prepare their engineering students for solving real-world problems, recognising that both technical and leadership skills are valuable for tomorrow's engineers. Leadership programmes in engineering education have been implemented in various formats with varying degrees of success. It has already been identified in research studies that 80–90% of engineering leadership programmes offered explicitly across the globe were based in the United States of America. However, in Europe and Australia, there is a noticeable lack of engineering leadership programmes, particularly in undergraduate curricula. The programmes that are offered across Australia and Europe have distinct design and delivery styles but there are certain key features that are common to most of the programmes, including professional partnerships, mentoring, engineering design and project-based approaches.     

对幼儿园园长课程领导力的理性思考

幼儿园园长课程领导力的状况影响着幼儿园课程品质的提升,而幼儿园课程的改革影响着幼儿教育品质的提升。然而,当前幼儿园园长课程领导力的现状不容乐观,对课程领导力的意蕴充满困惑,且不能将课程领导力的理念融入到幼儿园的实际工作。因此,需要不断加强幼儿园园长课程领导力方面的理论素养,逐步明晰课程领导的角色任务观,重塑课程领导力专题培训的意蕴,在共同体建设中提升园长的课程领导力,并注重园长课程领导力品质的自我修炼。     

试论课程领导的发展

课程领导的研究兴起于20世纪70年代的美国，它的发展经历了要素确立期、概念发展与模式建立期、模式应用与理论深化期。国外课程领导研究的发展给予我们启示，即要处理好三对关系：课程领导理论与实践：课程领导与管理；课程改革与课程领导。     

Leadership styles and decision-making styles in an Indonesian school context

School leadership has been well researched in developed countries. However, in Asia, particularly in Indonesia, school leadership has not been well explored. Using survey data from a sample of 475 teachers in six Lampung school districts, this paper examines the relationships between school principal leadership styles and school principal decision-making styles in an Indonesian school context. Findings are that most of the relationships between school principal leadership styles and school principal decision-making styles are significant. These findings suggest that teachers perceive that principals should exhibit much more transformational leadership style and rational decision-making style but avoid laissez-faire leadership style and avoidant decision-making style.     

Leadership Styles of Russian Enterprise Managers: The Effect of Transactional and Transformational Behaviors on Employees' Evaluation of Managerial Performance

The purpose of this research was to identify leadership styles of today's Russian enterprise managers and to determine how these styles are related to employees' subjective evaluation of managerial performance. The survey was based on Bass and Avolio's MLQ5x leadership styles instrument. Valid responses were received from 1,216 managers and employees at three large manufacturing enterprises located in Moscow. The study results suggest that Russian managers used three well‐known leadership styles—transactional, transformational, and laissez‐faire. However, the laissez‐faire style was not prevalent. Overall, transactional leadership was used more often than transformational leadership. Transactional contingent ceward leadership was used more often than any other approaches. Charisma and Individualized Consideration have received the lowest scores among the transformational leadership style dimensions. Tests of the relationship between leadership styles and managerial performance measures indicate that transformational leadership‐and one of its components, Charisma‐had the strongest relationship with positive outcomes. Implications for developing leadership training programs in Russia and for the transfer of Western training and development approaches are discussed.     

Curriculum Leadership Roles of Chairpersons in Continuously Planning Departments

Forty-four chairpersons of departments judged by academic vice presidents at randomly selected institutions to be engaged in especially effective curriculum planning were interviewed about their roles. The interviews suggest 7 leadership roles used in the curriculum development process. The roles varied by institutional type, department size, and personal choice. This article reviews the conceptual framework that guided the study, describes the interview population and sample, illustrates the leadership roles with quotations, relates the roles to curriculum planning and organizational contexts, and develops implications for researchers.     

Leadership and gender in higher education: a case study

Literature concerning leadership styles in HE provides no distinct view on whether style relates to gender. Transformational styles are regarded by some as particularly suited to times of change, and likely to be adopted by women; but others argue such styles are unsuited to HE. In a study of leadership within an institute of higher education undergoing change, transformational and transactional leadership behaviours were identified in all senior managers, male and female. However, when official communications were plotted over time, transformational attitudes were superseded by transactional. Women managers apparently identified more with male gender paradigms and displayed male-type leadership behaviours, whilst men showed female paradigm identification and female-type leadership. Additionally, managers indicated that past experience of ‘poor’ management and their subject training had greatly influenced their leadership approaches.     

Computing as Educational Innovation: a model of distributed expertise

ABSTRACT

The introduction of innovation to a school doesn't just happen. Often it is the work of an interested and dedicated teacher. Such teachers are often frustrated in their efforts to change the curriculum because they lack both the leadership skills necessary for substantial change and an understanding of how innovation effects and spreads in an organization. School principals, in their position as curriculum leaders, should play a crucial role in bringing innovation to the classroom. Many, however, play an encouraging but less active role, supporting teachers’ efforts to change the curriculum. While this type of leadership has been sufficient in the past, the introduction of computer technology as an integral part of the instructional program requires active leadership because of its multifaceted nature and intense budgetary requirements. This paper suggests a model of school administration wherein already overburdened school administrators can share leadership in a meaningful way with interested teachers. It also presents a model for the diffusion of innovation by such leadership teams. The paper argues that innovation does not just happen; meaningful change requires both strong leadership and deep understanding of the politics of innovation. This is particularly true for the introduction of computers to schools because of the magnitude of the change required.     

中小学校长践行道德领导的路径

当前我国基础教育课程改革正在扎实稳健地向纵深推进,基础教育课程改革的价值取向和道德领导的主旨存有某种暗合：道德领导为基础教育课程改革背景下的学校管理指出了有别于传统学校管理理念和模式的有效途径,为学校管理体现教育本真属性和解决在基础教育课程改革进程中出现的很多问题提供了有益的思路。根据道德领导理论的要义,中小学校长践行＂道德领导＂的路径主要有：努力生成校长和教师基于责任的共同价值观,着力形成并实施积极的＂学校共同体规范＂,致力于推动教师成为优秀的自我管理者,积极推动学校形成良好的同事关系。其中,生成校长和教师基于责任的共同价值观是核心。     

我国的课程领导研究及其走向

我国的课程领导研究是在课程管理体制改革深入过程中受西方课程领导研究影响而兴起的。近年来我们的研究集中在介绍国外课程领导研究成果、探讨课程领导的内涵、研究校长课程领导问题、检讨课程领导的主要问题、寻求改善课程领导途径和措施等方面。今后，我国课程领导研究将致力于课程领导与课程管理体制改革、课程领导的理论基础、课程领导的实践模式以及校长的课程领导等问题。     

课程领导问题探析

课程领导是课程与领导两范畴的结合,并且它与管理有着十分紧密的联系。课程领导中领导者必须运用领导的理论、方法与策略来完成课程设计、课程实施、课程评价等任务;课程领导必须打破指令型的管理思维模式,将课程活动视为一种课程领导者与所属成员共同探究课程问题的互动过程。课程领导是一项复杂的组织活动,它所承担的主要职能是决策、组织与引导。成功的课程领导者会认真考虑所属成员的需求与教育的实际情况,设计出完善的课程计划,促进教育行政人员、教师、学生与家长共同参与课程改革。     

课程领导理念探微

从理念的双重意义出发,整合教育领域领导类型的转变和课程领域研究范式的变革两方面的观点,提炼出课程领导的理念:1.课程领导在本质上是课程实践的一种方式,是运用领导的理论、方法、策略与行为来完成课程范畴内的任务;2.课程领导是基于道德权威的革新的领导;3.课程领导者多元化。     

课程领导的伦理及其实现

课程领导面临的现实问题和复杂情境为课程领导践行者带来了诸多困境和价值冲突。作为课程改革相关人员的行为规范和道德准则,课程领导伦理具有丰富的内涵表征,体现出外在的社会性和内在的自觉性。课程领导伦理的实现应该从其伦理德性的回归与重塑、伦理行为的认同践行、伦理制度的建构与革新等方面寻求课程领导的基本标尺和方向,规范课程改革行为,保障课程领导质量。     

学校课程领导：模式、发展趋向及启示

课程领导理论的深入发展和课程改革的需要产生了以校长为首的课程领导模式、校长与中层领导同步共治模式和能动分享式领导模式等三种主要的学校课程领导模式,并呈现出细分课程权力并建立其保障机制、学校人力资源的开发与利用、提升学校效能以拓展课程领导空间等趋势。这些为我国课程领导模式的构建提供了如下的思路:以校长专业化推动学校课程领导实践;实施学校知识管理;建立学校的冲突管理机制等。     

Preschool principal’s curriculum leadership indicators: a Taiwan perspective

The role of a principal’s curriculum leadership has become an educational issue in Taiwan’s early childhood education. This study represents a pioneering attempt in adopting a target school interview, fuzzy Delphi, and analytic hierarchy process for constructing preschool principal’s curriculum leadership indicators. Fifteen experts and practitioners were involved in the Delphi panel and a two-stage questionnaire survey was administered. The findings revealed that preschool curriculum leadership indicators could be classified as 20 implementation items in six aspects: formation of preschool vision; organization and functioning of the preschool curriculum development team; control of the preschool curriculum implementation process; improvement of teachers’ curriculum professionalism; integration of different educational resources; and assessment of preschool curriculum implementation performance. Analysis of the relative weighting of curriculum leadership indicators reveals that the most important implementation items are “Ability to analyze the preschool’s background and features to provide a basis for development of a curriculum vision,” “Ability to construct a preschool curriculum vision together with other members,” “Ability to call together teachers to jointly establish a curriculum development team,” “Ability to secure resources from inside and outside the school to provide the environment and equipment needed to meet teachers’ curriculum and teaching needs.” These indicators emphasizing organizational cooperation, entrustment, and control under the context of the new leadership in Taiwan are in line with the Western concept of distributed leadership.