Understanding Educational Leadership: People, Power and Culture

By Hugh Busher | Go to book overview

List of figures, tables and
vignettes
Figures
1.1A different organizational model of a school8
1.2Explaining the uniqueness of each school9
1.3Leading in education: learning, teaching, leading in community contexts11
2.1A model for analysing policy implementation17
2.2External and internal constituencies of a school18
2.3External contexts of schooling22
2.4Staff awareness of national policy contexts and school processes24
2.5Conduits of power27
3.1A lexicon for analysing the flows of power in organizations33
3.2Possible causes of resistance to change45
4.1Main political features of a school organization50
6.1The relationship of a school's culture and sub-cultures to the cultures in its external environment85
6.2Cultures of ineffective schools87
6.3Looking in staff rooms90
6.4Functions of organizational culture91
6.5Developing a research agenda for mapping school cultures93
6.6Current school improvement programmes have many features in common96
8.1A socially constructed view of a ‘good’ middle leader121
8.2Key attributes of a learning school/organization123
9.1Four task areas for subject leaders135
9.2A typology for leadership140
10.1Leading change through engaging people with learning153
10.2Building alliances to implement change154
10.3A modernist model for bringing about change and improvement155
10.4Using evaluation to drive change156
10.5Seven aspects of schooling to monitor for establishing socially just education159

-vi-

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