Smarter,Better, Faster,Cheaper

This article examines and critiques the leadership capacity of department leaders in a high school and attempts to gain a deeper understanding of how department leaders perceive their role as teacher leaders, making a distinction between what an individual department leader does in his or her position and teacher leadership as a form of continuous learning and innovation through collaboration. How do department leaders practice leadership to improve student learning? The author provides an investigation and analysis of the current level of leadership capacity exhibited by department leaders in a high school. A close look at the role and function of department leaders in this high school reveals an absence of the teacher leadership necessary to promote the broad-based leadership capacity that results in improved student achievement.     

Education for Changing Sex Roles for the Year 2000

In this article, the authors describe a case in which school district officials used state regulations for new teacher mentoring programs as justification to cut funding and incrementally dismantle a model program.     

The Relationship Between Elementary Principals' Visionary Leadership and Students' Reading Performance

This article focuses on elementary principals as instructional leaders, as well as public school initiatives and educational accountability in the United States. It presents the methodology, instrumentation, measures of academic achievement in Florida, data collection, and processing procedures. Finally, it presents data analysis, results of the study, implications, and recommendations for further research.     

Leadership Succession

One of the most significant events in the life of a school is a change in its leadership. Yet few things in education succeed less than leadership succession. Failure to care for leadership succession is sometimes a result of manipulation or self-centeredness; but more often it is oversight, neglect, or the pressures of crisis management that are to blame.     

Establishing and maintaining high-performing leadership teams: a primary perspective

This article reports on the findings from a study into high-performing leadership teams in English primary schools. The schools, in the sample, received ‘outstanding’ Office for Standards in Education (Ofsted) grades overall, and for leadership and management, in their most recent school inspection. The evidence suggests that developing a successful primary school leadership team takes time, commitment and continuity. The development of leaders requires a deliberate approach to build individual capacity and team unity. Effective team working takes time to develop and that ‘quick fix’ solutions to inadequate team work are inappropriate.     

Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

This paper explores the ideology of social justice through links between equality and equity within Early Years and what remain the challenges for leadership. Questionnaires and interviews in English multi-cultural and mono-cultural schools with Early Years age phases were conducted. The findings showed that the ideology of social justice, equality and equity was interpreted differently in each Early Years setting. The multi-cultural schools used a variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum in contrast to the mono-cultural schools. In mono-cultural schools however, leadership had to be more creative in promoting equality and equity, given the smaller proportion of their diverse pupil and staff population. Our conclusions suggest that most schools are struggling initially with implementing the current changes in Early Years, therefore their vision for permeating this curriculum with an equality and equity focus is at the early stages.     

Impact of senior design project for the development of leadership and management skills in construction management

Senior design courses are a core part of curricula across engineering and technology disciplines. Such courses offer Construction Management (CMG) students the opportunity to bring together, assimilate and apply the knowledge they have acquired over their entire undergraduate academic programme to an applied technical project. Senior or Capstone design course engages students in a real-world project, enhance leadership development, and prepare to manage and lead project teams. The CMG programme's multidisciplinary approach at Alabama A&M University, combines essential components of construction techniques with concepts of business management to develop technically qualified individuals for responsible management roles in the design, construction and operation of major construction projects. This paper analyses the performance of the students and improvement due to the interaction with the faculty advisors and industrial panel during the two semester Capstone project. The results of this Capstone sequence have shown a continuous improvement of student performance.     

Performativity,work-related emotions and collective research identities in UK university education departments: an exploratory study

The paper reports the findings of an investigation into academic staff perceptions of a rapidly changing research work environment in UK university education departments. The study sheds light on the emotional landscape of an environment shaped by performance-driven change. Based on an integrated triplex framework of analysis, the study addresses the complex interrelationship between performativity, work-related emotions and collective research identities. The findings highlight concerns about the emotional impact of work intensification and barriers to collective research identities. However, there is also evidence of strong motivation and a performativity that is internally and intrinsically driven. The implications for research leaders are considered, both in terms of leadership strategy and the leadership of staff in building vibrant research cultures at a time of major change in the sector in response to global challenges and opportunities.     

The educational system and national identities: the case of Spain in the twentieth century

The aim of this article is to study the construction of the Spanish education system and its relationship with nationalist education policies. Throughout the 20^th century, there has been a great deal of tension between Spanish nationalism and Basque and Catalan nationalism, in particular, over the establishment of a national curriculum that is the expression of different conceptions of national identity. In this period, the Spanish education system evolved from centralisation to decentralisation, and as a result brought about the creation of the Spanish national curriculum. The educational contributions made in Catalonia and the Basque Country were included in this process, which partially satisfied the aspirations of these communities.     

Historical Geography and the History of Education

This article examines the approach to ‘character training’ in the early years of the Outward Bound movement in Britain between c.1940 and c.1965. It examines the key components of the concept of ‘character‐training’ promoted in the Outward Bound schools by Kurt Hahn and his early followers, and some of the criticisms to which the four‐week courses were subjected. It goes on to examine the reassessment of the rhetoric and practices of Outward Bound that took place in the 1960s, and argues that the changes that took place were the outcome of a more sceptical approach to ‘character‐training’ on the part of a younger generation of Outward Bound leaders. Although these changes were contested and incomplete, they reflected developments in other areas of British life in this period, such as the probation service. They resulted in the replacement of the language of ‘character‐training’ with an agenda of ‘personal growth’ and ‘self‐discovery’.