Teacher Leadership
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€198.40
A01=Colin William Evers
A01=Kokila Roy Katyal
Author_Colin William Evers
Author_Kokila Roy Katyal
Autonomous Learning
Autonomous Student Learning
Autonomy Supportive Learning Environments
Category=JNK
Category=JNMT
Category=JNT
Colin Evers
Cooperative Group Behavior
Defines Parent Involvement
digital pedagogy
Distributed Leadership Theory
distributed school leadership
Earlier Trait Theories
Educational Leadership
Effective Parent Engagement
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eq_isMigrated=1
eq_isMigrated=2
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eq_non-fiction
eq_society-politics
Formal School Curriculum
fostering autonomous online learning
Great Divide
home-school collaboration
ICT
Influence Teacher Leadership
instructional innovation
Instructional Leaders
Internet
Knowledge Acquisition
Kokila Katyal
Laplace's Demon
Laplace’s Demon
Popper Cycles
Professional Development
professional teacher development
School's Internal Capacity
School’s Internal Capacity
student agency
Student Engagement
Student Learning
Teacher Leadership
Tentative Theory
Transformational Leadership
Transformative Assessment
View Point
Work Habits
Product details
- ISBN 9780415534635
- Weight: 490g
- Dimensions: 156 x 234mm
- Publication Date: 06 Mar 2014
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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In recent years teacher leadership has undergone one major revolution and is in the process of undergoing another. The first came about as schools turned out to be far too complex for the responsibility of formulating and achieving their goals to be vested entirely in principals and head teachers. As a consequence, the rise of distributed leadership as an alternative model for understanding schools and their functioning is now commonplace. The second major revolution affecting teacher leadership is the rise of the Internet and ICT, and the way these give rise to greater and more flexible opportunities for students to become autonomous learners. Autonomous student learning now occurs in significant new ways and under parameters that are far more expansive than school-based learning. An effective model of teacher leadership thus needs to capture these changes in order to reflect the new realities of student learning and student engagement with their schools.
Kokila Roy Katyal is Assistant Professor at the Hong Kong Institute of Education working in the area of educational leadership.
Colin William Evers is Professor of Educational Leadership in the School of Education, University of New South Wales, Australia.
