Gender and leadership in education. Women achieving against the odds.

Sonst. Personen	Fuller, Kay (Hrsg.); Harford, Judith (Hrsg.)
Titel	Gender and leadership in education. Women achieving against the odds.
Quelle	Oxford; Bern; Berlin; Brüssel; Frankfurt am Main; New York; Wien: Peter Lang (2018), viii, 298 S. PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	1-78874-259-1; 978-1-78874-259-7; 978-3-0353-0783-2; 978-3-0353-9624-9
DOI	10.3726/978-3-0353-0783-2
Schlagwörter	Gender; Stereotyp; Soziale Benachteiligung; Mutter; Geschlechtsspezifischer Unterschied; Presse (Publizistik); Berichterstattung; Beruf; Bildungspolitik; England; Geschlecht; Großbritannien; Irland; Lehrer; Lehrerin; Mutter; Bildungssystem; Schulleitung; Stereotyp; Berufstätigkeit; Bildungssystem; Führungskraft; Bildungspolitik; Bildungsverwaltung; Schulbehörde; Bildungsverwaltung; Schulleitung; Lehrer; Lehrerin; Geschlecht; Beruf; Berufstätigkeit; Frauenerwerbstätigkeit; Berichterstattung; Gender; Führungskraft; England; Großbritannien; Irland
Abstract	The under-representation of women in leadership positions in educational settings is a widely acknowledged, complex phenomenon that seems to persist, despite the fact that teaching as a profession is dominated by women. Over recent decades, scholars have investigated the factors contributing towards this under-representation, with a particular focus on the personal, organisational and social/cultural levels. This volume has been compiled in honour of Marianne Coleman, Emeritus Reader in Educational Leadership and Management at the Institute of Education, University College London. She is widely regarded as one of the most significant scholars globally in the field of gender and educational leadership, forging the research agenda and mentoring some of the scholars who contribute essays here. Amongst the key questions the book asks are: Why does society continue to accept male leaders as the norm? What barriers do women who seek leadership positions face? What supports do women require in order to encourage them to pursue leadership positions? How do women working in leadership positions conceive of their role as leaders? How might women's educational leadership be best supported at an institutional level? (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3