Book review: Collaborative School Leadership: A Critical Guide

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools Pub Date : 2018-11-01 DOI:10.1177/1365480218810558

Paul H. Smith, Melanie J Blackburn

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引用次数: 0

Abstract

Philip Woods and Amanda Roberts offer a valuable exploration of how leadership that is based on a deep commitment to social justice can improve the experiences of school children as well as those who are employed to support their development. It productively focuses on two key questions that all school communities should reflect upon: (1) what is leadership? and (2) what should leadership be? In response to these questions, collaborative leadership is offered as an ‘alternative vision’ to a top-down approach. This book is neatly divided into 10 accessible chapters. In its first chapter, a concise overview of the book’s aspirations is outlined, and there is a critical exploration of hierarchical and democratic leadership styles. Subsequently, non-hierarchal management, which has a commitment to democratic values and practices, is called for. Woods and Roberts do however acknowledge that, even when there is a strong organisational belief in the value of such leadership, traditional hierarchies are likely to continue to exist unless substantive whole school change takes place. This note of caution is extremely welcome as it flags up the scale of the change that schools must go through to establish management that is fully democratic. They explain how:

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书评:《合作学校领导:关键指南》

菲利普·伍兹（Philip Woods）和阿曼达·罗伯茨（Amanda Roberts）对建立在对社会正义的坚定承诺基础上的领导力如何改善学童以及那些受雇支持他们发展的人的体验进行了宝贵的探索。它富有成效地关注了所有学校社区都应该反思的两个关键问题：（1）什么是领导力？（2）领导力应该是什么？针对这些问题，合作领导是自上而下方法的“替代愿景”。这本书整整分为10章，便于阅读。在第一章中，简要概述了本书的抱负，并对分级和民主领导风格进行了批判性探索。随后，要求实行非等级管理，致力于民主价值观和实践。然而，伍兹和罗伯茨承认，即使组织对这种领导力的价值有着强烈的信念，传统的等级制度也可能继续存在，除非整个学校发生实质性的变革。这一警告非常受欢迎，因为它表明了学校必须经历的变革的规模，才能建立完全民主的管理。他们解释了如何：

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Improving Schools EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

0.00%

发文量

期刊介绍： Improving Schools is for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an increasingly international readership including teachers, heads, academics, education authority staff, inspectors and consultants. Improving Schools has created a forum for the exchange of ideas and experiences. Major national policies and initiatives have been evaluated, to share good practice and to highlight problems. The journal also reports on visits to successful schools in diverse contexts, and includes book reviews on a wide range of developmental issues.