Por que dividir a liderança e gestão na educação: implicações para as escolas e justiça social

Talk of school leadership has become highly significant in the context of current education policy developments and discourses in many parts of Europe and the Americas. This article seeks to explore why the leadership and management divide matters in education and what the implications for schools and social justice are. The article makes a contribution to the understanding of the concepts of leadership and management through identifying that the increasing obsession in education with leadership, and denigration of management, is firstly based on a decontextualized conception of what is means to run educational organizations and systems; and that this decontextualized view of leadership has no concern for, or capacity to address, matters of social justice. A historical approach is used to analyse the particular meaning of the divide of leadership and management in education before going on to draw on theoretical analyses of problems with the sharp division between leadership and management and the critiquing of ‘leadership’ as a concept. It is argued that a very different understanding of what it means to lead schools is needed in order to cultivate and sustain a better education systems and organizations to promote social justiceHablar de liderazgo escolar en los discursos políticos sobre el desarrollo de la educación se ha convertido en un elemento muy importante en muchas partes de Europa y las Américas. Este artículo busca explorar por qué la división entre liderazgo y gestión educativa, así como determinar cuáles son las implicaciones que esta división genera en las escuelas y la justicia social. El artículo profundiza en la comprensión de los conceptos de liderazgo y gestión educativa a través de analizar la creciente obsesión hacia el liderazgo educativo, y por el contrario, la denigración asociada a la gestión. Este hecho se basa, en primer lugar, en una concepción descontextualizada sobre cómo liderar organizaciones y sistemas educativos; y, por último, en que se trata de una visión descontextualizada del liderazgo que no se preocupa ni por la capacidad de dirección, ni por asuntos de justicia social. Se utiliza un enfoque histórico para analizar el significado particular de la brecha de liderazgo y gestión educativa, y a continuación se recurre al análisis teórico de los problemas asociados a la marcada división entre el liderazgo y gestión educativa y la crítica de este concepto de “liderazgo”. Se argumenta que es necesario cambiar la forma en la que comprendemos lo que significa dirigir las escuelas de manera que se fomente la mejora de los sistemas y organizaciones educativas que promuevan la justicia socialFalando de liderança escolar em discursos políticos sobre o desenvolvimento da educação tornou-se um elemento muito importante em muitas partes da Europa e das Américas. Este artigo procura explorar por que a divisão entre liderança e gestão educacional e identificar as implicações que essa divisão gera nas escolas e justiça social. O artigo explora a compreensão dos conceitos de liderança e de gestão educacional, analisando a crescente obsessão com a liderança educacional, e, inversamente, difamação associado à gestão. Este fato baseia-se, em primeiro lugar, em uma concepção descontextualizada de organizações como líderes e sistemas de ensino; e, finalmente, quando se trata de uma visão descontextualizada de liderança que não se importa nem a liderança, nem questões de justiça social. Uma abordagem histórica é usado para analisar o significado especial do gap em liderança e gestão educacional, em seguida, a análise teórica dos problemas associados com a divisão nítida entre liderança e gestão educacional e crítica do conceito de "liderança" é usado. Argumenta-se que é necessário para mudar a nossa forma de entender o que significa para executar as escolas para que os sistemas e organizações educacionais melhoria que promovam a justiça social é promovid

Supplementary schools with connections to religious organisations in the UK: a heuristic device for school leaders and researchers

Many supplementary and complementary schools operating in the UK and other countries have connections and relationships with religious organisations. However, there is considerable variety and complexity in these links and connections. Amidst some public concerns about these schools and as so little is known about them compared with other school sectors, a new heuristic device is offered to support leadership practice in supplementary and mainstream schools, and to encourage research particularly in the areas of governance, leadership and management. The need for this heuristic is made all the more urgent because of the disengagement of the state, at various levels, from appreciation of and support for the work of these schools, compounded by the lack of knowledge and understanding of their governance, leadership and management in particular. The exclusion of supplementary schools with religious links from future research and school partnerships needs to be avoided.© 2020, The Author(s). This is an author produced version of a paper to be published in MANAGEMENT IN EDUCATION uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at the link. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it

THE SYSTEM OF MIDDLE LEADERSHIP IN SECONDARY SCHOOLS IN ENGLAND AND ITS IMPLICATIONS FOR THE LITHUANIAN EDUCATION SYSTEM

This paper explores the system of middle leadership in English schools and its implications for the Lithuanian education system. The paper draws on the findings from original research investigated three areas relating to educational middle leadership positions in education system of England including: the formal organizational role of middle leaders; their school responsibilities and the training and professional development of middle leaders. The paper is sought to use the case of middle leadership in English secondary schools to raise questions and identify implications for Lithuania where choices about the future of education policy and schools and are being considered. KEYWORDS: middle leaders, secondary schools, England, Lithuania.DOI: http://dx.doi.org/10.15181/atee.v1i0.66

(co)Meta-reflection as a method for the professional development of academic middle leaders in higher education

The professional development of middle leaders in higher education is little considered in existing research, though there are general concerns being raised about the suitability of the professional development opportunities currently available. This article develops and explores the use of meta-reflection as a method for professional development, particularly of academics with direct responsibilities for courses and programmes such as course leaders, directors and co-ordinators. As an extension of reflective practice, (co)meta-reflection is proposed as a joint activity involving two or more people, seeking to develop their thought and practice by moving from descriptive to analytical levels of reflection. We provide an example of a (co)meta-reflective exercise and identify it as an approach with considerable potential to address the problems that middle leaders face, and call for further exploration of it as a method for professional development.</jats:p

Data adaptive rank-shaping methods for solving least squares problems

Includes bibliographical references.There are two types of problems in the theory of least squares signal processing: parameter estimation and signal extraction. Parameter estimation is called "inversion" and signal extraction is called "filtering." In this paper, we present a unified theory of rank shaping for solving overdetermined and underdetermined versions of these problems. We develop several data-dependent rank-shaping methods and evaluate their performance. Our key result is a data-adaptive Wiener filter that automatically adjusts its gains to accommodate realizations that are a priori unlikely. The adaptive filter dramatically outperforms the Wiener filter on atypical realizations and just slightly underperforms it on typical realizations. This is the most one can hope for in a data-adaptive filter.Supported by the Office of Naval Research, Mathematics Division, under contract No. N00014-89-J-1070 and by Bonneville Power Administration under Contract #DEBI7990BPO7346

Burning of the PVB binder during window glass sintering assisted by an electric field

Please click Additional Files below to see the full abstract

Leadership succession as an aspect of organisational sustainability in complementary schools in England

The article explores leadership succession as an aspect of organizational sustainability in complementary schools in England as an example of how schools in precarious circumstances seek to ensure their survival and growth. Complementary schools offer part time educational provision outside of mainstream, state-funded school systems in many countries. Often established by migrant and minority ethnic groups to teach language, culture, religion and/or to consolidate state school learning, a lack of resources can threaten their stability and development. We analyse data collected from ten Brazilian and Chinese complementary school leaders in England using concepts from organizational sustainability and leadership succession planning. Our focus on the little researched context of complementary schools adds to the understanding of leading and managing in distinctive and challenging circumstances. Their inclusion in the debates and research can foster different insights into the ways that schools in diverse and challenging contexts seek to ensure their survival and growth