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IJEM - International Journal of Educational Leadership and Management
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  This is an Open Access Journal Open Access journal
     ISSN (Print) 2014-9018
     Published by Hipatia Press Homepage  [13 journals]
  • Full Issue IJELM Vol 2(2)

    • Authors: Mireia Tintoré
      First page: 121
      PubDate: 2014-07-16
      Issue No: Vol. 2 (2014)
       
  • Educational Leadership to Change the World

    • Authors: Mireia Tintoré
      First page: 121
      PubDate: 2014-07-16
      Issue No: Vol. 2 (2014)
       
  • The War on Poverty Must Be Won: Educators Can Make a Difference

    • Authors: Carolyn Muriel Shields
      First page: 124
      Abstract: According to reports, almost one billion children worldwide live in poverty, many of whom find it difficult to attend school on a regular basis. Moreover, when they are able to attend, they too often find themselves unable to succeed, falling farther and farther behind their more affluent peers. By attending to a number of relevant research findings, educators can reverse this situation. First, it is important to understand and address both generational and situational poverty by challenging and eliminating deficit thinking. We must understand the difference between a child’s prior opportunity to learn and his or her ability to learn; hold high expectations of every child and provide them with a rich and engaging learning environment. To accomplish this, it is important to ensure our curricula, our pedagogies, and our policies are inclusive, that they acknowledge the lived realities of every child, and that they openly address the social and societal inequities that marginalize some and privilege others. Educators must become advocates, when necessary, for those who desperately need the advice and encouragement of a caring adult. Only then can we change despair into hope.
      PubDate: 2014-07-16
      Issue No: Vol. 2 (2014)
       
  • Building School Capacity: Shared Leadership and Professional Learning
           Communities. A research Proposal

    • Authors: Antonio Bolívar Botía
      First page: 147
      Abstract: If schools are to meet the needs of students and achieve educational success, to achieve this, simultaneously, should provide opportunities for teachers to innovate, share experiences and learn together. Schools should thus be configured as Professional Learning Communities (PLCs). This article is linked to building the collective capacity of the school through distributed leadership. It combines in a mixed design description of the situation in Elementary and Secondary schools of Andalusia, with in-depth case studies, properly selected; they can show progress in their levels of educational success, according to the degree of distributed leadership development that promotes the development of the school as a Professional Learning Community. We are interested more than good practices in practices that evidence success in education achievements. We would like to identify and describe the conditions and processes in which direction´s leadership makes possible to development schools as PLCs is one of the principal aims of the research proposal.
      PubDate: 2014-07-16
      Issue No: Vol. 2 (2014)
       
  • Principal and Teacher Collaboration: An Exploration of Distributed
           Leadership in Professional Learning Communities

    • Authors: David E. DeMatthews
      First page: 176
      Abstract: Professional learning communities (PLCs) can be powerful tools for school improvement but require principals and teachers to collaborate and work together.  This article reports on a qualitative multi-case study focused on six elementary schools in West Texas that had been identified for having effective PLCs.  Principals and teachers were observed and interviewed over the course of one academic school year to understand how leadership was distributed across the school to facilitate effective PLCs.  Findings highlight the ways principals distribute leadership across their school, relevant teacher and principal interactions, and how key aspects of PLCs are influenced by principals, teacher leaders, and teachers.   Findings have implications for in-service professional development experts within school districts and faculty working in principal preparation programs.
      PubDate: 2014-07-16
      Issue No: Vol. 2 (2014)
       
  • Towards a Conceptualization of Dialogic Leadership

    • Authors: Maria Padrós Cuxart, Ramon Flecha
      First page: 207
      Abstract: In 1968, Freire included in his work the need of dialogue for those acting as leaders. Since then, leadership has been widely addressed by authors around the world and different conceptual frameworks have been developed. The role of dialogue for leading change has been significant across different social and educational movements. Educational research has advanced knowledge on using a dialogic approach for mobilising schools and communities. Building on the research conducted under the INCLUD-ED project, schools and communities together engaged in participation processes that enabled teachers, children, families and community members to lead the transformation of their schools. Based on a first attempt to theorise this phenomenon, this article explores the concept of dialogic leadership and accounts for the contributions in educational and teacher leadership oriented to promote change and improvement. First, a general overview of the relevance of dialogue in the dialogic turn of societies and social sciences will be provided. Second, the role of dialogue in different leadership models will be analysed considering especially the relevance granted to dialogue in the teacher leadership model. Third, a conceptualisation of the model of dialogic leadership will be proposed to end with final remarks highlighting the relevance of conducting empirical work to further elaborate on this conceptualisation.
      PubDate: 2014-07-16
      Issue No: Vol. 2 (2014)
       
  • Distributed Leadership Maqtters: Perspectives, Practicalities and
           Potential [Book Review]

    • Authors: Rosel Bolívar Ruano
      First page: 227
      PubDate: 2014-07-16
      Issue No: Vol. 2 (2014)
       
 
 
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