The fifteenth‐century Augustinian canon and alchemist George Ripley is one of the most important figures in early English alchemy. As the chief popularizer of the alchemical principles of the pseudo‐Lull, he initiated an influential school of English alchemy that remained resilient to the end of the seventeenth century. John Dee, George Starkey, Robert Boyle, and Isaac Newton all read Ripley carefully, and Michael Maier is said to have learned English just so that he could read Ripley in the original (...) tongue.But Ripley has encountered the fate of many alchemical writers: reliable biographical data about him is scarce and nearly overwhelmed by the accumulation of rumors and legends, and his corpus is a farrago of genuine, adulterated, and spurious works springing from several periods and places. Naturally, this messy situation renders solid historical inquiry difficult, and so one of the first tasks must be to produce more reliable biographical and bibliographical foundations for studies of Ripley and his influence.The current volume, although published by Ashgate, greatly resembles a further installment in the Garland English Renaissance Hermeticism Series, of which Stanton Linden was the general editor. The bulk of the book is a reprint of the 1591 London edition of Ripley's Compound of Alchymy—his longest and most influential work—a versification in rhyme royal on the making of the philosophers' stone. The reprinted text is preceded by an introduction and followed by explanatory notes, many of them making use of Eirenaeus Philalethes' Ripley Reviv'd, a lengthy commentary on the Compound published in 1678, and of Elias Ashmole's Theatrum chemicum britannicum, in which the Compound was published with annotations in 1652.The historian of science might well question why the 1591 printed edition was chosen as the primary text when there are at least nine fifteenth‐century manuscripts of the Compound in existence. Linden expresses his belief in the superiority of Rabbard's 1591 edition over Ashmole's 1652 edition—though he bases this preference, somewhat curiously, on the modernity of the former's spelling and punctuation—but he does not note explicitly why Rabbard's text should be preferable to manuscripts written during Ripley's lifetime. This decision is presumably due, however, to the apparent connection of this book to the English Renaissance Hermeticism Series, and Linden's greater interest in the late sixteenth‐century scene is clear in the detailed account he provides of the production of the 1591 edition. This treatment contrasts with the relatively less critical interest shown toward details on Ripley himself, for the biographical section simply lists items about Ripley's life as summarized around 1900 and includes some points that must be incorrect . Given Linden's fine researches published previously, this comes as a bit of a disappointment, although it must be recalled that even Ashmole had trouble getting details on Ripley three hundred years ago.Students of alchemy should welcome the appearance of a reprint of a primary source. Those who are interested in Renaissance publications of alchemical works and who approach Ripley primarily as an English poet and literary figure will benefit from the book. Questions of course remain, and it is to be hoped that this volume will attract more attention to further aspects of the famous Canon of Bridlington and his work. (shrink)

This paper is the result of encounters with cinema in a course entitled Cultural Activities, a required class in the undergraduate education program of the School of Education at Brazil’s Fluminense Federal University. The goal was to produce aesthetic experiences with the moving images of cinematic language that would go beyond the usual didactic and utilitarian ways of exemplifying course content. We counted on the power of moving images to produce affective images, an aesthetic device that drives the relation (...) between thought and language, thereby contributing to a pause in time, thereby allowing us the opportunity to examine more carefully the existential human condition as historically constituted in the world today. This paper was thus the result of using cinema as a tool of social analysis and a methodological resource for the training of undergraduate education students. The cinematic artifact presented here is an animated feature whose story unfolds through the eyes of a child confronting a world tainted by the misfortunes of capitalism. For theoretical support, we focus on authors who analyze the capitalist political and socioeconomic model and its effects on the human condition. Through O menino e o mundo, a student and teacher share their different, but nonetheless powerful, ideas about the field of education, work, and the consumerism and alienation that result from current modes of production. It is particularly important to emphasize that the paper itself is a byproduct of the methodological approach of the course. (shrink)

School principals world-wide report high levels of strain and attrition resulting in a shortage of qualified principals. It is thus, crucial to identify psychosocial risk factors that reflect principals’ occupational wellbeing. For this purpose, we used the Copenhagen Psychosocial Questionnaire (COPSOQ-II), a widely used self-report measure covering multiple psychosocial factors identified by leading occupational stress theories. We evaluated the COPSOQ-II regarding factor structure and longitudinal, discriminant, and convergent validity using latent structural equation modeling in a large (...) sample of Australian school principals (N = 2,049). Results reveal that confirmatory factor analysis produced marginally acceptable model fit. A novel approach we call set exploratory structural equation modeling (ESEM-set), where cross-loadings were only allowed within a priori defined sets of factors, fit well, and was more parsimonious than a full ESEM. Further multitrait-multimethod models based on the set-ESEM confirm the importance of a principal’s psychosocial risk factors; Stressors and depression were related to demands and ill-being, while confidence and autonomy were related to wellbeing. We also show that working in the private sector was beneficial for showing a low psychosocial risk, while other demographics have little effects. Finally, we identify five latent risk profiles (high risk to no risk) of school principals based on all psychosocial factors. Overall the research presented here closes the theory application gap of a strong multi-dimensional measure of psychosocial risk-factors. (shrink)

The introduction of new accountabilities and techniques of government for the purposes of educational reform have created new complexities and tensions for school leadership. Policies such as the publishing of league tables in the UK, high stakes testing in the US and the introduction of the My School website in Australia are particularly significant for school principals. In this article I appeal to the work of Foucault and Deleuze to provide an alternate approach to understanding how (...) principals are constituted as subjects through a range of practices and discourses associated with the introduction of the My School website. I specifically draw upon Foucault’s notion of governmentality and Deleuze’s notion of societies of control to provoke new lines of thought into these government practices. I argue that it is through the performative in the education system that school principals are becoming perpetually assessable subjects. (shrink)

Studies on school restructuring and the leadership role of the principal in this process suggest that what has been the traditional leadership approach of the principal appears to be changing in relation to the substantial changes and school-wide reforms that are continually taking place in schools today. These school reform initiatives necessitate new and creative ways of thinking about our concept of educational leadership and its various approaches. It also became clear from the literature on leadership that (...) a person?s assumption of various types of knowledge influence his or her leadership approach. The purpose of this study, based on a quantitative empirical study in selected South African schools, is to identify this impact of principals? assumptions of knowledge on their leadership approaches. A total of 100 questionnaires with open-ended questions were sent electronically to school principals of randomly selected schools to assess the link between principals? assumptions about the nature of knowledge and principal leadership. The t-test, Lambda test and an Analysis of Variances test were used to analyse the data. The findings confirm the relationship between core epistemological beliefs (EBs) and beliefs about leadership practices among South African school principals and provide substantial justification for using EBs in the study of school leadership. (shrink)

With the development of positive psychology, work engagement has received widespread attention from researchers in the fields of positive organizational behavior and occupational health. Some studies have shown that work-family conflict has an important influence on individual behaviors and attitudes, but little research has studied the influence of work-family conflict on work engagement. The present study examined whether the relationship between work-family conflict and work engagement was mediated by job satisfaction, and whether the mediating role was moderated by affective commitment. (...) We surveyed 358 Chinese primary and secondary school principals using the Work-Family Conflict Scale, Job Satisfaction Scale, Affective Commitment Scale, and Work Engagement Scale. The results revealed that there is a significant negative correlation between work-family conflict and primary and secondary school principals’ work engagement, and this relationship was partially mediated by job satisfaction. Moreover, affective commitment played a moderating role in the relationship between job satisfaction and work engagement. Specifically, the relationship between job satisfaction and work engagement was significant for primary and secondary school principals with high and low affective commitment. The current study contributes to a better understanding of the relationship between work-family conflict and work engagement. (shrink)

So far little are the studies that have focussed on exploring school principals’ self-conception of their distributed leadership competencies in relation to their managerial and teaching experience. To do so, an exploratory research was carried out with a sample of 163 pre-service and in-service school principals studying a Master’s programme in School Management, Innovation and Leadership at a Spanish University. Data were obtained by using an Ad hoc questionnaire of 7 units of competence and 5 (...) proficiency levels for each unit, based on an existing rubric to analyse students’ self-conception of their development of leadership competencies. The findings of this preliminary study show statistically significant differences in the self-perception in all dimensions associated to Managerial Experience and Teaching Experience in schools. Study participants with ME showed statistically higher levels than those who had non-ME in four of seven dimensions: lead the school organisation, address the needs of the students, manage the organisation of the school organisation, and manage administrative work. Similar results were obtained in relation to TE versus non-TE were statistically significant differences are found in six dimensions: manage pedagogical and didactic resources, attend to the needs of students, manage didactic strategies, manage the organisation of the school organisation, manage the link between the school organisation and the community, and lead the school organisation. This study shows the importance of teaching and professional experience to acquire leadership competencies in education, therefore the school principal should also be a teacher. This preliminary study provides insights into the relevance of providing pre-service or in-service school principals with training and professional development programmes on sustainability distributed leadership that enable them to genuinely engage the school community, develop innovative pedagogies and lead the process of change toward building more sustainable schools. (shrink)

The concept of a comprehensive language curriculum provides an important basis for the development of student's plurilingual competence. It ensures the inclusion of all students' language skills in language education, the creation of cross-linguistic connections, and the development of language awareness and awareness of language learning. Factors that influence the implementation of this concept at the school level are, amongst others: school leadership, collaboration among school staff, appropriate teaching methods, and beliefs and attitudes of all members of (...) the school as an educational community. To determine possibilities for the implementation of comprehensive language curricula in Croatian primary schools, qualitative methods were used to investigate beliefs of language teachers, professional associates, and school principals about the development of students' plurilingual competence, as well as language teachers' teaching practice and the ways plurilingual education is supported at school level. Data analysis shows that the participants mostly have monolingual beliefs when it comes to the development of students' plurilingual competence. Also, although most teachers state that they make comparisons between languages in their teaching, a systematic cross-linguistic comparison and cooperation in the planning and implementation of language education are almost completely absent. (shrink)

In this study, teachers' views are evaluated to determine whether there is a relationship between the humor styles of school principals and the health of an organization. The study is based on a mixed research approach with both quantitative and qualitative aspects. In the quantitative study, the teachers were asked to describe their principals' senses of humor using the “humor behavior scale” and to evaluate the organization in which they worked using the “organizational health inventory.” In the (...) qualitative dimension, principals working in primary schools were interviewed and asked to evaluate their own sense of humor and the school's health. When the quantitative findings were examined, the regression results showed that school principals with a cynical style of humor negatively predicts organizational health, and productive social and affirmative styles of humor positively predict organizational health. In the qualitative study, the content analysis results revealed that a school administrator who uses humor effectively is capable of effectively solving problems in the school. However, it has been stated that the humor style of the school principal can have negative effects as well as positive effects. School principals are advised to recognize the teachers with whom they work and to distinguish which teachers are receptive to humor. (shrink)

Considering that some university-based principal preparation programmes may not be properly training principals for leadership roles, “grow your own” leadership development programmes have become more popular across the US. This study provides a contribution to previous research in terms of the specific components a district leadership development programme may incorporate into its curriculum in order to positively influence school principals’ effectiveness as school leaders. A purposeful sample of second-, third- and fourth-year campus principals working in (...) a large urban school district in the south-west region of the US who had participated in their district’s leadership development programme were administered the Principal Effectiveness Survey and participated in semi-structured interviews to examine the influence of the programme on the participants’ effectiveness as leaders. Survey results indicated that principals consider training activities related to human capital, executive leadership, s... (shrink)

Increasingly complex working environments of school principals inevitably led them to face moral dilemmas in daily life. The aim of this research is to reveal which kinds of moral dilemmas principals fall into mostly, how principals follow the road to making decisions in the moral dilemmas, and if the nature of management affects the decision-making process of their moral dilemmas or not. For data collection process snowball sampling was used. Semi-structured interviews and vignettes which were designed (...) by researchers were used for data collection. According to results, principals in Turkey have experienced moral dilemmas based on self-interests instead of ethic of critique which is experienced by Canadian principals. Moreover, taking into consideration the decision-making process, although principals in Canada follow the same procedure as the Turkish principals, they have two extra steps: “considering the students’ benefit” and “considering teachers’ and parents’ needs.” Lastly, it is seen that the Turkish and Canadian principals’ natures which affect the moral dilemma decision-making process are totally different. The possible reasons for these differences and suggestions were discussed within this context. (shrink)

Researchers have highlighted how gendered associations of femininity with emotional labor can complicate professional women’s attempts to exercise managerial authority. However, current understandings of how race and gender intersect in professional women’s emotional labor remain limited. We draw on 132 interviews from eight white women and 13 women of color who are novice principals. White women began the principalship wanting to establish themselves as emotionally supportive leaders who were open to others’ influence. They viewed emotional labor as existing in (...) tension with showing authority as a leader. Over time, however, most white women reported adopting more directive practices. By contrast, women of color reported beginning the principalship with a more directive, take-charge leadership style. They viewed emotional labor and authority as part of a blended project and did not talk about these two aspects of leadership as existing in tension. Over time, their self-reported leadership style changed little. We analyze our findings in light of recent theorizing about gender and intersectionality. (shrink)

This study focuses on the profile of principals who seem to be able to shape the school culture to best encourage teaching and learning. Data from a representative sample of primary schools (N = 46) were collected through questionnaires for principals and for teachers (N = 700) and semi?structured interviews with the principals. Functioning, well?being and personal characteristics of the principal, structural and cultural characteristics of school, and organisational context are examined. Compared to their opposites, (...) principals in schools with cultures stimulating professional development, combine (1) type A, achievement?oriented behaviour, (2) transformational leadership, (3) a preference for tasks related to education matters and people management and (4) effective time management allowing them to devote most of their time to their preferred role and task component. (shrink)

This book goes inside the hearts and minds of two principals, thus peeling back the layers of organizational culture that are rarely seen. Readers are offered practical, authentic solutions from a servant leadership model on how to transform a school.

Here, the authors address questions about the utilization of knowledge from social research and offer evidence that challenges allegations about the 'awful reputation' of educational research and its supposed lack of impact.

Presently, there is armed conflict in Darfur, Sudan. Armed conflict has adversely affected the social, economic and educational development of Darfur, Sudan. Purpose of this study is to know the impact of armed conflict on managerial behavior of the principals of secondary schools in Darfur, Sudan. In this study, the impact of armed conflict on performance of the secondary school principals was analyzed in perspective of their managerial behavior. Based on the findings of the study significant impact (...) of armed conflict was found on the managerial behavior of the principals. It was found that principals coordinated with the staff in activities of the school but were frightened and unable to perform their administrative and managerial duties freely and independently. There was communication gap between the principals, teachers and parents. The principals did not possess the skills to maintain school budget & finance properly. It was concluded that the principals need administrative and managerial training. Government of Sudan may establish academies of Educational Administration & Management to impart training to the principals of secondary schools and to take steps to control the existing armed conflict. (shrink)

The present study critically evaluates whether school leadership influences student learning homogenously regardless of school contexts. It examined relationships between four principal leadership variables (envisioning, instructional management, promoting professional development, empowerment) and two types of student outcomes (enjoyment in learning science, science achievement,) in different school contexts (in terms of the availability of science resources, quality of science teachers, and school socioeconomic status (SES)). The sample comprised 248,620 students and 9,370 principals in 35 developed countries (...) who participated in the Programme for International Student Assessment (PISA) 2015. Latent profile analysis (LPA) showed that schools operated in three types of school contexts with different levels of science resources, proportion of quality science teachers, and school SES. There were also differences in the pattern of leadership practices across the three types of school contexts. Three-level hierarchical linear modeling (HLM) showed that among the four leadership variables, only instructional management was positively associated with students’ enjoyment of science in schools with less science resources and quality science teachers. Therefore, instructional management had compensatory effects for students in less-endowed schools. In contrast, principal leadership related to envisioning, teacher professional development, and empowerment was not positively related to students’ science learning in all three school contexts. (shrink)

Previous studies suggest that small rural schools experience a range of challenges relating to their size, financial difficulties and geographical isolation, as well as potential opportunities relating to their position within their communities. In Northern Ireland, these schools are situated within the comparatively rare context of a religiously divided school system. However, research on these schools in this jurisdiction is scarce. The notion of consociationalism is highlighted as central to an understanding of the prevailing schooling system and the peace (...) process in Northern Ireland as a post-conflict society. Set against this backdrop, the paper reports on a survey of principals of small rural schools in Northern Ireland; the challenges they face and their engagement with the communities they serve. The findings reveal how these small rural primary schools, while encountering many similar challenges to such schools globally, continue to play a central consociational role in serving their respective divided communities. Their relationship with the Church is seen as particularly important. The findings raise important broader questions as to the extent to which the current system of schooling is able to contribute to the building of a more integrated society. (shrink)

Through a series of conversations, Fintan McCutcheon and Joanna Haynes explore McCutcheon's reflections on school leadership in the contexts of the Educate Together movement (in the Republic of Ireland) and, specifically, in his aspiration to build an optimally democratic school in Balbriggan. Much of the academic and professional literature on school leadership depicts the role of school leaders as expressing a strong vision for the school, with charismatic communication and strategic skills, and putting explicit emphasis (...) on high educational standards. On the ground, the school leader is required to maintain executive governance standards, is accountable to a range of hierarchies and audiences and is in a custodian role to traditions of school culture and human resource relationships. Taken together, these academic, professional and contractual obligations can corral the school leader into practice of limited scope, obstructed by protocol, risk-averse and curtailed in creativity and, in relation to developing a democratic school, lacking in the necessary room for innovation. The conversation focuses on the rough ground of incident and messiness, identified through critical moments of school life when the aspirations to be democratic, to lead democratically, to teach democracy and to create a sustaining democratic school culture are lived-out. Through this dialogue, the conversants observe a practice of school leadership grounded in practical reason. The dialogue touches on and threads congruence between the on-the-ground risk-taking, rule-breaking, action orientation, nuanced dialogue, passionate engagement and deep reflection that characterise day-to-day school leadership practice. It concludes with ideas concerning the dynamics of forms of democracy that can prevail. (shrink)

The central idea developed by the contributions to this book is that the split between analytic philosophy and phenomenology - perhaps the most impor tant schism in twentieth-century philosophy - resulted from a radicalization of reciprocal partialities. Both schools of thought share, in fact, the same cultural background and their same initial stimulus in the thought of Franz Brentano. And one outcome of the subsequent rift between them was the oblivion into which the figure and thought of Brentano have fallen. (...) The first step to take in remedying this split is to return to Brentano and to reconstruct the 'map' of Brent ani sm. The second task (which has been addressed by this book) is to revive inter est in the theoretical complexity of Brentano' s thought and of his pupils and to revitalize those aspects that have been neglected by subsequent debate within the various movements of Brentanian inspiration. We have accordingly decided to organize the book into two introductory es says followed by two sections (Parts 1 and 2) which systematically examine Brentano's thought and that of his followers. The two introductory essays re construct the reasons for the 'invisibility', so to speak, of Brentano and set out of his philosophical doctrine. Part 1 of the book then ex the essential features amines six of Brentano's most outstanding pupils (Marty, Stumpf, Meinong, Ehrenfels, Husserl and Twardowski). Part 2 contains nine essays concentrating on the principal topics addressed by the Brentanians. (shrink)

Justice is the first virtue of social institutions, and of the institutions which regulate schooling no less than others. Education policy, just like social policy more generally, should be guided principally by considerations of justice and only secondarily by pragmatic considerations such as what compromises must be made with existing social forces opposed to justice in order to optimize the justice of the existing institutions. But of course, in an otherwise unjust society there are sharp limits on what can be (...) done to pursue justice in any given policy arena. Justice is, furthermore, complex. It is not simply captured by identifying a single value -- say, educational equality -- because other values that are also important to justice -- like, for example, benefiting the least advantaged, or instituting the preconditions for flourishing familial relationships may, in some circumstances, conflict with that value. This makes it all the more difficult to do what I want to do in this paper -- explore a particular educational reform idea in terms of its potential contribution to (or detriment from) social justice. (shrink)

This volume offers a holistic, empirically grounded examination of the factors which influence educational leaders' ethical judgments in their day-to-day work in schools. Drawing on a range of quantitative studies, the text utilizes organizational psychology to explore multiple ethical paradigms. It considers social aspects including ethnicity, gender, hegemony-minority relations, and leadership styles which influence and drive ethical judgment patterns employed by educators and principals. The book ultimately demonstrates the Ethical Perspectives Instrument (EPI) as an effective tool for the assessment (...) of various ethical viewpoints and their interactions, suitable for application to diverse cultures and socio-educational circumstances. An important study of the leaders' ethics and preparation in handling marginalized populations, this book will be valuable for academics, researchers, and graduate students working in the fields of educational leadership, organizational psychology, and the sociology of education. (shrink)

Creating a perspective for schooling in the knowledge era 1 I commenced as principal at Eltham College in Melbourne in 2000 and discovered that part of the ...

Six cardinal leadership virtues based on Aristotelian and Confucian typology were advanced through this study by developing a measurement instrument and examining its predictive validity by studying the causal association with perceived leader happiness. Based on a sample of 183 school principals engaged in various types of schools, the results of both exploratory and confirmatory factor analyses generated satisfactory empirical outcomes by finding adequate support for the overall leadership virtue scale and the constituent subscale elements. The paper concluded (...) with the theoretical and practical implications for this developed instrument of leadership virtue especially in the context of school education. The major contribution of the paper lies in developing a measurement scale of virtues for school leaders. (shrink)

ABSTRACT The article reports on a survey of English primary school head teachers? opinions on disruptive behaviour, coupled with a one?day exercise in the monitoring of disruptive incidents in the same schools. Eighty?five highly experienced head teachers from 38 local education authorities responded to an extensive questionnaire and 77 schools monitored incidents. Schools were categorised by the LEAs as potentially ?difficult?, ?of average difficulty? and ?easy? in respect of intake. Thirty?six Principal Educational Psychologists contributed briefly on a question on (...) age of onset. Findings relate to (a) an examination of the question whether the age of onset of disruptive behaviour is getting earlier, (b) the differing perceptions of questions concerning disruptive behaviour of head teachers, in schools of varying potential difficulty of intake, and (c) the coping strategies used and favoured by head teachers in their work with disruptive behaviour. (shrink)

This paper offers an introduction to Hermann Cohen’s Das Princip der Infinitesimal-Methode, and recounts the history of its controversial reception by Cohen’s early sympathizers, who would become the so-called ‘Marburg school’ of Neo-Kantianism, as well as the reactions it provoked outside this group. By dissecting the ambiguous attitudes of the best-known representatives of the school, as well as those of several minor figures, this paper shows that Das Princip der Infinitesimal-Methode is a unicum in the history of philosophy: (...) it represents a strange case of an unsuccessful book’s enduring influence. The “puzzle of Cohen’s Infinitesimalmethode,” as we will call it, can be solved by looking beyond the scholarly results of the book, and instead focusing on the style of philosophy it exemplified. Moreover, the paper shows that Cohen never supported, but instead explicitly opposed, the doctrine of the centrality of the ‘concept of function’, with which Marburg Neo-Kantianism is usually associated. (shrink)

This paper offers an introduction to Hermann Cohen’s Das Princip der Infinitesimal-Methode, and recounts the history of its controversial reception by Cohen’s early sympathizers, who would become the so-called ‘Marburg school’ of Neo-Kantianism, as well as the reactions it provoked outside this group. By dissecting the ambiguous attitudes of the best-known representatives of the school, as well as those of several minor figures, this paper shows that Das Princip der Infinitesimal-Methode is a unicum in the history of philosophy: (...) it represents a strange case of an unsuccessful book’s enduring influence. The “puzzle of Cohen’s Infinitesimalmethode,” as we will call it, can be solved by looking beyond the scholarly results of the book, and instead focusing on the style of philosophy it exemplified. Moreover, the paper shows that Cohen never supported, but instead explicitly opposed, the doctrine of the centrality of the ‘concept of function’, with which Marburg Neo-Kantianism is usually associated. (shrink)

In entertaining stories of teachers, children, parents and principals Ackerly shows leadership in action and defines the elements of educational cultures, how culture is the delivery system for education, and how individuals can be leaders and create the culture of whatever group they are in.

This paper provides an introduction to ethical issues arising in children's research that takes place in school-settings. It addresses three main areas of ethical concern: the informed consent process, confidentiality, and harm and benefit. Informed consent in school settings is characterized by the involvement of multiple stakeholders, including not just researchers, parents and individual children but also school principals, teachers and the children's peer group. The added complexity of the setting has implications for the management of (...) the informed consent process, including the decision at what point and in which manner each stakeholder group needs to be involved in the process. The presence and divergent roles of these multiple stakeholders in the school setting also have implications for addressing issues of confidentiality, especially due to the group setting in which participants take part in the research and role expectations within school settings. Harm and benefit in school-based research are of a non-physical nature; relevant areas of concern relate primarily to the potential for psychological and social harm, realistic presentation of likely benefits from research and the issue of rewards for research participation. (shrink)

Although parental choice of secondary schools is a subject of considerable public and academic interest, there has been relatively little research on the extent to which choice is undermining the traditional role of geographically defined school catchments. This paper, therefore, uses data provided by a case-study local education authority to examine the nature and scale of pupil flows across catchment boundaries. It does so by adopting a form of Geographic Information System as the principal research tool. The results show (...) over a third of Year 7 pupils moving to schools other than their catchment comprehensive. Interestingly, the inner-city catchments were the most permeable: by contrast, children in middle class and rural areas were the least likely to enter a school outside their local area. (shrink)

Teacher self-efficacy is one of the most critical factors influencing Students’ learning outcomes. Studies have shown that teacher-perceived principal leadership, teacher collaboration, and teaching experience are the critical factor that affects teacher self-efficacy. However, little is known about the mechanisms behind this relationship. This study examined whether teacher collaboration would mediate the relationship between teacher-perceived principal leadership and teacher self-efficacy, and the moderating role of teaching experience in the mediating process. With an analysis of a dataset from 14,121 middle (...) class='Hi'>school teachers in China, this study first testified to the positive role that teacher-perceived principal leadership played in teacher self-efficacy. Furthermore, it revealed that teacher collaboration mediates this relationship and the mediated path was moderated by teaching experience. Finally, it also indicated that the threshold of teaching experience linking the teacher-perceived leadership with teacher self-efficacy was approximately in the third year, and their relationship was stronger when teaching experience was below the threshold. This study highlighted the mediating and moderating mechanisms linking the teacher-perceived principal leadership and teacher self-efficacy, which has important theoretical and practical implications for intervention and enhancement of teacher self-efficacy. (shrink)

__Culturally Responsive School Leadership_ focuses on how school leaders can effectively serve minoritized students—those who have been historically marginalized in school and society._ The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices. Muhammad Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of “cultural responsiveness” is essential to successful school leadership. Second, that cultural responsiveness will not (...) flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement with students’ indigenous community contexts. Based on an ethnography of a school principal who exemplifies the practices and behaviors of culturally responsive school leadership, the book provides educators with pedagogy and strategies for immediate implementation. (shrink)

"This collection of original essays discusses the relationship between Hegel and the Frankfurt School tradition of critical theory. The book's aim is to take stock of the complicated dialogue with Hegel in the critical theory tradition, especially as reflected in the work of Adorno, Horkheimer, Lukács, Marcuse, Habermas, and Honneth. The book is divided into the four sections. The first focuses on Adorno's Negative Dialectics, historically considered the most contentious reception of Hegel by the Frankfurt School. The two (...) essays here investigate Hegel and Adorno on modernity, as well as Hegelian and Critical Theoretic approaches to dialectics. The second section explores Ethical Life and Intersubjectivity, two common threads that run through the work of Hegel, Habermas, and Honneth. Part III delves into the principal social projects that bring the Frankfurt School into complicated dialogue with Hegel: emancipation and rationality. Finally, the last group of essays considers Hegel in relation to Critical Political Theory and presents a critical genealogy of economic institutions"--. (shrink)

What has become generally known as the Berlin School of Logical Empiricism constitutes a philosophical movement that was erected on foundations laid by Albert Einstein. His revolutionary work in physics had a profound impact on philosophers interested in scientific issues, prominent among them Paul Oppenheim and Hans Reichenbach, the founding fathers of the school, who joined in viewing him as their hero among philosopher-scientists. Overall the membership of this school falls into three groups. The founding generation was (...) linked by the circumstance that both Grelling and Reichenbach were collaborators of Oppenheim; the middle generation by the fact that both Hempel and Helmer were students of Reichenbach's in Berlin; and the younger generation by the fact that all of its members were students and disciples either of Reichenbach's or of Hempel's in the USA. Three stages are at issue: an initial phase in Berlin, a transatlantic migration, and a continuation in the U.S.A.--principally in Pittsburgh. (shrink)

A case study was conducted to explore teachers? current technology use in elementary schools in Ankara, the capital of Turkey. The data were collected through a survey, and participants included 1030 classroom teachers across eight districts. The present study results revealed that significant challenges remain with regard to technology use in the classroom, even in the capital of Turkey, where teachers have advantages in terms of technology access and use compared to rural areas. The participant teachers used technologies most frequently (...) for lesson preparation activities, rather than for delivering instruction. Although the teachers felt that school principals and colleagues were usually supportive of technology use in lessons, they complained about insufficient professional development activities and incentives. Representing a snapshot of teachers? technology use in elementary school settings, this study sheds light on essential factors that should be considered in any technology integration process in schools. The study findings offer valuable insight for policy-makers and school leaders on how to support the technology integration process and allocate money for technology initiatives. (shrink)

Although prior studies have extensively investigated the effect of working conditions upon professional satisfaction, the cross-national variance in the effect remains largely understudied due to technical or financial restrictions. The Teaching and Learning International Survey provides an opportunity to investigate the cross-country differences in the impact of working conditions upon principals’ professional satisfaction. The current study attempts to investigate the overall and specific effects of principals’ workplace environment satisfaction, rewards satisfaction, and workload stress on their professional satisfaction in (...) 47 countries included in the TALIS 2018. The results indicate that workplace environment, rather than the typically regarded effort-reward issues, is the most powerful contributor to individual principals’ professional satisfaction across 47 countries, while, in countries with low overall professional satisfaction, rewards satisfaction and workload stress are more powerful predictors for principals’ professional satisfaction on the country level. This study may inform policymakers in school principal stimulation and retention that effective practice to stimulate and/or retain school principals may vary across countries and research findings derived from data on the individual level may not be applicable to practice on the country level. (shrink)

Enhancing the quality of learning opportunities for students with disabilities and the learning level attained is a pending challenge. This challenge is especially relevant in the context of special schools, where the learning possibilities derived from interactions with others is limited. However, providing these students with a sufficient level of instrumental learning, such as literacy, and communicative and reasoning abilities is crucial for their subsequent educational and social opportunities. In this case study we analyse a special school that has (...) implemented Dialogic Literary Gatherings with their students as a means to increase learning interactions within the group around the reading and debate of classical books. Semi-structured interviews were conducted with the school principal and with a teacher of the transition to adult life course, and two focus groups were conducted with teachers–one with primary education teachers and one with secondary education teachers–and two focus groups with students–one with primary education students and one secondary education and transition to adult life students–. On the one hand, results show the characteristics of the Dialogic Literary Gatherings that allowed these students to participate and learn. On the other hand, several improvements have been observed. First, regarding instrumental learning, students increased their motivation for reading, and improved their communicative and reasoning abilities and in their reading proficiency. Second, regarding students' behavior, conflict has reduced, solidarity attitudes have increased, and they have acquired dialogic and argumentative habits. Finally, at the emotional level, they gained self-esteem and confidence and feel more empowered to make their voice heard. (shrink)

This paper investigates how principals can be supported in their work as teacher leaders. My focus is on how principals can help teachers respond ethically to classroom challenges. I argue that in aiding teachers, school leaders themselves need support and ongoing development. I turn to the care of the self to conceptually explore ethical self-cultivation. I then argue that a practice, Descriptive Inquiry, serves as a way for principals to care for themselves. To make this argument, (...) I draw on a qualitative study of four long-term elementary school principals. (shrink)

This collection of original essays discusses the relationship between Hegel and the Frankfurt School tradition of critical theory. The book's aim is to take stock of the complicated dialogue with Hegel in the critical theory tradition, especially as reflected in the work of Adorno, Horkheimer, Lukács, Marcuse, Habermas, and Honneth. The book is divided into the four sections. The first focuses on Adorno's Negative Dialectics, historically considered the most contentious reception of Hegel by the Frankfurt School. The two (...) essays here investigate Hegel and Adorno on modernity, as well as Hegelian and Critical Theoretic approaches to dialectics. The second section explores Ethical Life and Intersubjectivity, two common threads that run through the work of Hegel, Habermas, and Honneth. Part III delves into the principal social projects that bring the Frankfurt School into complicated dialogue with Hegel: emancipation and rationality. Finally, the last group of essays considers Hegel in relation to Critical Political Theory and presents a critical genealogy of economic institutions. (shrink)

This paper evaluates the current use of the Principal Agent Model (PAM) in accounting and finance, focusing on the agent'ss use of private information. The agent'ss behavioral norms in the the PAM deviate from commonly held ethical values in society, from models of man in conventional economic theory, and also from behavioral foundations of related business school fields like corporate strategy, business ethics, and human resource management. Still, it would be unwise to reject the PAM solely because of its (...) distasteful ethical assumptions. The model does appear to have predictive power, but its descriptive or normative qualities remain unexplored. The popularity of the PAM, with its extreme model of man, raises fundamental questions about the impact of this model on business school stakeholders and society at large. (shrink)

This book candidly reports the experiences of one middle school principal for 160 consecutive days with little or no editing. The material is much more than the typical case study. The events are presented in context; the results of actions taken are seen in the daily lives of all affected.

ABSTRACT This article offers a critique of a deeply engrained tendency to narrate the story of American pragmatism exclusively or primarily in terms of modern European philosophy. While it suggests alternative stories, it is principally a metanarrative, an intentionally polemical story about our entrenched habits of philosophical storytelling. Indeed, the pragmatics of storytelling merits, especially in reference to historical accounts of American pragmatism, critical attention. The seemingly simple question, “What are we doing when we tell the story of this movement (...) in this manner rather than that?” is a truly important one. It is also an avowedly pragmatic question. (shrink)