Expert Problem Solving: Evidence from School and District Leaders

SUNY Press
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This book presents a series of related empirical studies about the thinking and problem solving processes of expert educational leaders. It describes the nature of expert thinking and provides substantial explanations for the cognitive processes associated with expert thinking. Differences in the thinking and problem solving of male and female; novice and experienced; elementary, secondary, district administrators are all explored. In addition, the book provides a glimpse of the school administrator's world from a problem solving perspective and clarifies the kinds of experiences that give rise to expert thinking.
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About the author

Kenneth Leithwood is Professor of Educational Administration and Head of the Centre for Leadership Development at The Ontario Institute for Studies in Education. He is the author of Developing Expert Leadership for Future Schools (with P. Begley and B. Cousins); Understanding School System Administration (with D. Musella); Cognitive Perspectives on Educational Leadership (with P. Hallinger and J. Murphy); and Improving Principal Effectiveness: The Principal Profile.

Rosanne Steinbach is Senior Research Officer at The Ontario Institute for Studies in Education.

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Additional Information

Publisher
SUNY Press
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Published on
Dec 31, 1995
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Pages
366
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ISBN
9781438410463
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Best For
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Language
English
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Genres
Education / General
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Content Protection
This content is DRM protected.
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Eligible for Family Library

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Linking Leadership to Student Learning

Linking Leadership to Student Learning clearly shows how school leadership improves student achievement. The book is based on an ambitious five-year study on educational leadership that was sponsored by The Wallace Foundation. The authors studied 43 districts, across 9 states and 180 elementary, middle, and secondary schools. In this book, Kenneth Leithwood, Karen Seashore Louis, and their colleagues report on what they found. They examined leadership at each organizational level in the school system—classroom, school, district, community, and state. Their comprehensive approach to investigating school leadership offers a balanced understanding of how the structures within which leaders operate shape what they do. The results within will have significant implications for future policy and practice.

Praise for Linking Leadership to Student Learning

"Kenneth Leithwood and Karen Seashore Louis offer a seminal new contribution to the leadership field. They provide a rich and authoritative evidence base that demonstrates clearly just why school leadership is so important and how it promotes successful student learning."—Pamela Sammons, Ph.D., Professor of Education, Department of Education, University of Oxford, Oxford

"This ambitious, groundbreaking, and thought provoking treatment of the link between school leadership and student learning is a testament to the outstanding work of these exemplary scholars. This is a 'must read' for academics and practitioners alike."—Martha McCarthy, President's Professor, Loyola Marymount University, and Chancellor's Professor Emeritus, Indiana University

"The question is no longer whether school and district leader's impact student learning, but rather how they do it. The authors provide a convincing answer, one that recognizes the crucial interaction between leader and locality."—Daniel L. Duke, Professor of Educational Leadership, University of Virginia

Although not new, the concept of distributed (shared) leadership has re-emerged in recent years as one highly promising response to the complex challenges currently faced by schools. Responding productively to these challenges far exceeds the capacities of any individual leader. If schools are to flourish in the future, they will need to enlist the collective expertise of many more of their members and stakeholders than they have in the past. The purpose of this volume is to both present and synthesize the best available evidence about the nature, causes, and effects of distributed school leadership. The book also clarifies common misunderstandings about distributed leadership and identifies promising implications for practice and for future research. Key features include...

Expertise – Written by the most active and widely respected scholars engaged in research on distributed leadership, the book encompasses the very latest knowledge about the nature, causes and consequences of such leadership in schools.

Comparative Models – The book compares various approaches to distributed leadership and examines the conditions under which some approaches may be better than others in improving schools.

Evidence-Based – Much of the popularity of distributed leadership is rooted in expectations unsupported by systematic empirical evidence. Virtually all of the available evidence about distributed approach to leadership can be found in this book.

This book is appropriate for researchers studying school leadership, instructors and students in graduate-level school leadership courses and practicing administrators at the district and building level.

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