Anatomy of Professional Practice

Promising Research Perspectives on Educational Leadership

Inbunden, Engelska, 2007

Av Fenwick W. English

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This is the first book to bring into focus the full scope of professional practice in educational leadership. Anatomy of Professional Practice probes the limitations of traditional research in fully comprehending the true nature of leadership, and points out how future research must be expanded to deal with understanding the complexity of educational leadership practice, particularly the moral issues which are the nexus of contemporary school leadership dilemmas.

Produktinformation

Utgivningsdatum2007-10-15
Mått147 x 227 x 13 mm
Vikt254 g
FormatInbunden
SpråkEngelska
Antal sidor106
FörlagBloomsbury Publishing Plc
ISBN9781578866731

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Fenwick W. English is the Wendell Eaves Distinguished Professor of Educational Leadership at University of North Carolina at Chapel Hill and president of the University Council for Educational Administration 2006-2007. He has practiced educational leadership in K-12 school settings as a principal and superintendent, and has also served in higher education administration as a chair, dean, and vice-chancellor of academic affairs, in educational associations as associate executive director of the AASA, and as a former partner in the accounting and consulting firm of KPMG Peat Marwick where he was national practice director for elementary and secondary education North America.

Chapter 1 Introduction: Why an Anatomy? Chapter 2 Compassion Is Different from Caring Chapter 3 Dewey's Differentiation Chapter 4 One View of the Historical Moment in Educational Leadership Chapter 5 The Pasteur Problem Chapter 6 Contested Notions of "Correct Science" Chapter 7 An Anatomy of Professional Practice Chapter 8 Exploring Cognitive Aesthetics and the Zone of Transference Chapter 9 Leadership as Drama, Theatre, and Performance Chapter 10 Aesthetics, Morals, and Evil in Leadership Chapter 11 Summing Up

Rare is the scholar who possesses a broad understanding of an entire field—from its busy, well-tended center out to the contested and somewhat lonely realms of emergent thinking. More uncommon still is one who also comprehends the depths of that field through sheer force of original analysis as well as by appealing to the wisdom of the ages. Finally, when such an exceptional scholar dares others in that field to rethink their fundamental assumptions or to relinquish their firm attachment to the tried, true, and easy, it is a gift to all. In educational leadership and administration, this scholar is Fenwick W. English.