The Evolution of School Leadership Policy and Practice in Singapore: Responses to Changing Socio-Economic and Political Contexts ("Insurgents," "Implementers," "Innovators")

Autor/inn/en	Gopinathan, S.; Wong, Benjamin; Tang, Nicholas
Titel	The Evolution of School Leadership Policy and Practice in Singapore: Responses to Changing Socio-Economic and Political Contexts ("Insurgents," "Implementers," "Innovators")
Quelle	In: Journal of Educational Administration and History, 40 (2008) 3, S.235-249 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
Schlagwörter	Administrator Education; Foreign Countries; Developed Nations; Educational Policy; Instructional Leadership; Political Influences; Educational Practices; Educational History; Foreign Policy; Social Change; Educational Administration; Creativity; Freedom; Singapore + Suchen Sie Ihr Suchwort? Ausland; Developed countries; Industriestaat; Industrieland; Politics of education; Bildungspolitik; Instruction; Leadership; Bildung; Erziehung; Führung; Political influence; Politischer Einfluss; Bildungspraxis; History of education; Bildungsgeschichte; Außenpolitik; Sozialer Wandel; Bildungsverwaltung; Schuladministration; Schulverwaltung; Kreativität; Freiheit; Singapur
Abstract	The nature, quality and preparation of school leaders are once more at the centre of policy and practice decisions about education. But it is important to understand that school leadership, as both a historical and cultural construction, is intimately related to changing socio-political realities. In the case of Singapore, the historical evolution from British colony to modern post-industrial nation offered radically different contexts for education practice and leadership roles. This article argues that that educational policy and practice in Singapore can be divided into three major periods: the colonial phase during which educational policy was decentralised, fragmented and shaped by the numerical predominance of independent Chinese medium schools; the post-independence phase which was characterised by the enforcement of a highly centralised, standardised and rigidly managed system designed to ensure economic survival; and the third contemporary phase which calls for greater decentralisation, freedom and autonomy in order to produce greater flexibility and creativity. (Contains 1 table and 37 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10