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dc.contributor.authorGrootenboer, Peter
dc.date.accessioned2019-05-29T13:04:03Z
dc.date.available2019-05-29T13:04:03Z
dc.date.issued2018
dc.identifier.isbn9789811307669
dc.identifier.doi10.1007/978-981-13-0768-3
dc.identifier.urihttp://hdl.handle.net/10072/379836
dc.description.abstractThis book uses practice theory to examine the role of ‘middle-leadership’. In particular, it investigates the practices of ‘leading in the middle’ in the cultural-discursive, material-economic, and social-political domains – i.e., the sayings, doings and relatings of middle leading. This perspective acknowledges the ecological arrangement of leading practices in schools, and the necessity of considering the unavoidable reality of the site. The analysis is used to promote the need to view leading in the middle as a form of praxis – a morally and ethically informed practice that requires thoughtful decision-making and action in situations where the outcomes are not always clear. This book focuses on the practice of leading for those in ‘middle management’ positions in primary and secondary schools, such as those responsible for curriculum leadership, including senior teachers, assistant principals, and curriculum leaders. In their positions that bridge ‘management’ and ‘the classroom’ they are significant leaders in promoting and sustaining effective pedagogy for good learning outcomes, and they have to continue to provide high-quality teaching in their own classrooms, while simultaneously being a mentor, coach, supporter and evaluator for their colleagues.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer Nature Singapore
dc.publisher.placeSingapore
dc.relation.ispartofchapternumbers9
dc.relation.ispartofpagefrom200
dc.subject.fieldofresearchEducational Administration, Management and Leadership
dc.subject.fieldofresearchcode130304
dc.titleThe Practices of School Middle Leadership: Leading Professional Learning
dc.typeBook
dc.type.descriptionA1 - Books
dc.type.codeA - Books
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorGrootenboer, Peter J.


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