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Education Leadership : Ambiguity, Professionals and Managerialism.
"This book is an excellent read about management and leadership in schools. I liked the elements that made up the ironic orientation (scepticism, pragmatism and contingency), recognizing them in my own experiences in higher education, and I liked the way in which the concept of irony was linked...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Sage Publications,
2005.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 001 | EBOOKCENTRAL_ocn437202897 | ||
| 003 | OCoLC | ||
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| 049 | |a UAMI | ||
| 100 | 1 | |a Hoyle, E. | |
| 245 | 1 | 0 | |a Education Leadership : |b Ambiguity, Professionals and Managerialism. |
| 260 | |a London : |b Sage Publications, |c 2005. | ||
| 300 | |a 1 online resource (225 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 505 | 0 | |a Cover; Contents; List of Tables; Prefeace; Acknowledgements; Part I: The Nature of Irony; Chapter 1 -- Introducing the ironic perspective; Chapter 2 -- Endemic ambiguities: the preconditions of irony; Chapter 3 -- The ambiguities of policy implementation; Part II: Irony and managerialism; Chapter 4 -- From management to managerialism; Chapter 5 -- A solution in search of a problem; Part III: The rhetoric of managerialism and leadership; Chapter 6 -- The myth of transformation; Chapter 7 -- Transmissional leadership for political transformation. | |
| 505 | 8 | |a Part IV: The ironic response and the future of managerialismChapter 8 -- Patterns of ironic response; Chapter 9 -- The ironic orientation and professional practice; Chapter 10 -- Temperate leadership and management: living with irony; References; Index. | |
| 520 | |a "This book is an excellent read about management and leadership in schools. I liked the elements that made up the ironic orientation (scepticism, pragmatism and contingency), recognizing them in my own experiences in higher education, and I liked the way in which the concept of irony was linked to some key concerns as well as positive practices"--ESCalate. Why do efforts to improve the quality of education via organizational leadership and management make matters worse in some respects as well as better? In what ways are education professionals responding to such efforts? The authors of this. | ||
| 588 | 0 | |a Print version record. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a School management and organization. | |
| 650 | 0 | |a Educational planning. | |
| 650 | 6 | |a Administration scolaire. | |
| 650 | 7 | |a Educational planning |2 fast | |
| 650 | 7 | |a School management and organization |2 fast | |
| 700 | 1 | |a Wallace, M. | |
| 758 | |i has work: |a Educational leadership (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFJ9fWYGBKGBXvGm7gfXMK |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 1 | |z 9780761967439 | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=334379 |z Texto completo |
| 938 | |a 123Library |b 123L |n 344 | ||
| 938 | |a EBL - Ebook Library |b EBLB |n EBL334379 | ||
| 938 | |a ProQuest MyiLibrary Digital eBook Collection |b IDEB |n 125094 | ||
| 994 | |a 92 |b IZTAP | ||