Alma Harris

Distributed Leadership: Different Perspectives - Studies in Educational Leadership Alma Harris 2009 edition

Marc Notes: Includes bibliographical references and index. Jacket Description/Back: This book argues that the educational environment in many countries has shifted so dramatically and so permanently that we urgently need to re-consider what we understand by educational leadership and educational leadership practice. It focuses on distributed leadership and draws on the emerging evidence about the possibilities and shortcomings of this form of leadership and draws upon the latest empirical findings from studies in different countries that have focused on the relationship between distributed forms of leadership and organizational change. The main aim is to offer contemporary, comparative and challenging accounts of distributed leadership practice. Distributed Leadership Different Perspectives outlines current understandings, findings and limitations of the concept of distributed leadership. It brings together different international perspectives on distributed leadership as well as looking at distributed leadership through three major lenses the empirical, the interpretive and the critical. Leading writers in the field offer contemporary analysis and reflection on the theme and also consider the future issues, challenges and directions for distributed leadership."Table of Contents: Part I. Setting the Scene -- Introduction / Alma Harris -- 1. Distributed Leadership: What We Know / Alma Harris -- Part II. Empirical Perspectives -- 2. Investigating Connections Between Distributed Leadership and Instructional Change / Eric M. Camburn and S. W. Han -- 3. Taking a Distributed Perspective in Studying School Leadership and Management: The Challenge of Study Operations / James P. Spillane, Eric M. Camburn, James Pustejovsky, Amber Stitziel Pareja, Geoff Lewis -- 4. The Relationship Between Distributed Leadership and Teachers' Academic Optimism / Blair Mascall, Kenneth Leithwood, Tiiu Strauss, Robin Sacks -- 5. Distributed Leadership in Schools: Does System Policy Make a Difference? / Philip Hallinger, Ronald H. Heck -- Part III. Practical Perspective -- 6. Capacity Building Through Layered Leadership: Sustaining the Turnaround / Christopher Day -- 7. The Relationship Between Distributed Leadership and Action Learning in Schools: A Case Study / Stephen Dinham -- Part IV. Conceptual Theoretical -- 8. The Role of Sensemaking and Trust in Developing Distributed Leadership / Karen Seashore Louis, David Mayrowetz, Mark Smiley and Joseph Murphy -- 9. Distributed Leadership: Democracy or Delivery? / Andy Hargreaves and Dean Fink -- Part V. Future Perspectives -- 10. From Distributed to Hybrid Leadership Practice / Peter Gronn -- 11. Fit for Purpose: An Educationally Relevant Account of Distributed Leadership / V. M. J. Robinson -- 12. Coda / Alma Harris -- Author Index -- Subject Index. Publisher Marketing: 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 terminology to describe such changes varies, the core principle is one of extending or sharing leadership practice. While scholars have long argued for the need to move beyond those at the top of organizations in order to examine leadership (Barnard, 1968; Katz and Kahn, 1966) until relatively recently, much of the school leadership literature has tended tofocusupontheheadortheprincipal.

Contributor Bio:  Harris, Alma Alma Harris is Professor of School Leadership and Director of the Leadership, Policy and Improvement Unit at the Institute of Education, University of Warwick. She has published extensively on the theme of leadership and school improvement and her latest books include: Effective Leadership for School Improvement (2003) Routledge/Falmer; School Improvement: What's in it for Schools? (2002) Routledge/Falmer. Leading the Improving Department (2002) David Fulton. Her most recent research work has focused upon effective leadership in schools facing challenging circumstances and the relationship between teacher leadership and school improvement. She is currently working with the DfES, National College for School Leadership, General Teaching Council and NUT in a research and development capacity. Linda Lambert is a Professor Emeritus and the founding Director of the Educational Leadership Center, California State University. She has been a teacher, leader, principal, district and county professional development director, coordinator of a Principals' Center and Leadership Academy, and designer of four major restructuring programs. From 1989 to 1993 she worked in Egypt to set up a National Curriculum Center, and in Thailand and Mexico in leadership development. She is the author of several books including: Developing Sustainable Leadership Capacity in Schools and District; Building Leadership Capacity in Schools; The Constructivist Leader 2E and Who Will Save Our Schools: Teachers as Constructivist Leaders.