A Logic of "Linking Learning": Leadership Practices across Schools, Subject Departments and Classrooms

Autor/inn/en	Melville, Wayne; Hardy, Ian; Weinburgh, Molly; Bartley, Anthony
Titel	A Logic of "Linking Learning": Leadership Practices across Schools, Subject Departments and Classrooms
Quelle	In: Cogent Education, 1 (2014) 1, Artikel 983587 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2014.983587
Schlagwörter	Educational Change; Teacher Role; Leadership Styles; Secondary Schools; Instructional Leadership; Leadership Qualities; Leadership Effectiveness; Leadership Role; Grade 9; Single Sex Classes; Secondary School Mathematics; Foreign Countries; Males; Canada + Suchen Sie Ihr Suchwort? Bildungsreform; Lehrerrolle; Führungsstil; Sekundarschule; Instruction; Leadership; Bildung; Erziehung; Führung; Führungseigenschaft; Führungseffizienz; School year 09; 9. Schuljahr; Schuljahr 09; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Ausland; Male; Männliches Geschlecht; Kanada
Abstract	This article considers the roles of school leaders, a departmental-level leader and a teacher in implementing a reform within a school, and the nature of the relations between the groups and individuals that attended this process. Drawing upon Bourdieu's "thinking tools", the article analyses the nature of the leadership practices surrounding the implementation of a single-sex mathematics class from the perspective of key participants in the change process: two school-level leaders, one departmental chair, and the teacher charged with teaching the class. By considering a secondary school and one of its constituent departments as a field and sub-field, respectively, we argue that even as there is evidence of contestation over the nature of the practices that influence or potentially influence the leadership practices at play within the field and sub-field as a whole, there are also significant learnings in relation to student learning on the part of those involved which serve as "links" between the leadership practices at the school and department levels, and the leadership of learning of the teacher implementing the reform. In this way, a logic of "linking learning", guided by an ethic of concern for students' success, was evident across school, department and classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01