CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Feminist educational leadership in a New Zealand neo-liberal context
Tác giả
Strachan J.
Năm xuất bản
1999
Source title
Journal of Educational Administration
Số trích dẫn
18
DOI
10.1108/09578239910262962
Liên kết
Tóm tắt
A qualitative, feminist, case study methodology was used to research the feminist leadership of three women principals of coeducational secondary schools. Information was collected by interviewing and observing the three feminist principals, interviewing 24 staff, and collecting documents. Research indicated that being student focused was central to the practice of feminist educational leaders. This thesis explored how they were able to remain student focused in a New Zealand, neo-liberal, education context with increased financial, accountability and marketing responsibilities. By resisting and appropriating the opportunities and demands created by the reforms, the feminist principals were, to some extent, able to resist the pressure to be less student focused. However, in doing so they worked very long hours. Their personal value systems and the school context were also important influences on their practice. There were both commonalities and diversity among the women's leadership. © 1999, MCB UP Limited
Từ khóa
Feminism; Leadership; Quality; Research; Schools
Tài liệu tham khảo
Beck L.G., Meeting the challenge of the future: the place of a caring ethic in educational administration, American Journal of Education, pp. 455-496, (1992); Beck L.G., Reclaiming Educational Administration as a Caring Profession, (1994); Bensimon E.M., A feminist reinterpretation of presidents’ definition of leadership, Peabody Journal of Education, 63, 3, pp. 143-156, (1989); Blackmore J., Women's educational leadership in new ‘hard’ times, Proceedings of the National Conference of Women in Leadership Program, pp. 35-48, (1993); Blackmore J., Breaking the silence: feminist contributions to educational administration and policy, International Handbook of Educational Administration and Leadership, (1996); Codd J., Managerialism: the problem with today's schools, Delta, 44, pp. 17-25, (1990); Codd J., Managerialism, market liberalism and the move to self-managing schools in New Zealand, A Socially Critical View of the Self-managing School, pp. 153-170, (1993); Codding J.B., Restructuring a high school from a vision-oriented, outcome-driven perspective, (1993); Court M., Challenging managerialism in education: affiliation and leadership, (1991); Dunlap D., Goldman P., Rethinking power in schools, Educational Administration Quarterly, 27, 1, pp. 5-29, (1991); Ferguson K.E., The Feminist Case against Bureaucracy, (1984); Glazer J.S., Feminism and professionalism in teaching and educational administration, Educational Administration Quarterly, 91, 3, pp. 321-342, (1991); Gordon L., (1993); Gordon L., Rich’ and ‘poor’ schools in Aotearoa, New Zealand Journal of Educational Studies, 29, 2, pp. 113-125, (1994); Gosetti P.P., Rusch E., Reexamining educational leadership: challenging assumptions, Women Leading in Education, pp. 11-35, (1995); Grace G., School Leadership, (1995); Grundy S., Educational leadership as emancipatory praxis, Gender Matters in Educational Administration and Policy, pp. 165-177, (1993); Hall V., Dancing on the Ceiling: A Study of Women Managers in Education, (1996); Harold B., Negotiation and contestation during times of change: the introduction of new educational policies to three rural schools, (1995); Hurty K., Women principals – leading with power, Women Leading in Education, pp. 380-406, (1995); Joyce M., Being a feminist teacher, Teachers: The Culture and Politics of Work, pp. 67-89, (1987); Keown P., McGee C., Oliver D., Monitoring Today's Schools, (1992); Lauder H., Hughes D., Waslander S., Thrupp M., McGlinn J., Newton S., Dupuis A., The Creation of Market Competition for Education in New Zealand, (1994); Matthews E.N., Women in educational administration: views of equity, Women Leading in Education, pp. 247-273, (1995); McCall A.L., The bureaucratic restraints to caring in schools, Women Leading in Education, pp. 180-196, (1995); McLellan J., Upston A., The assessment of teachers and their appraisal for professional development, Theory and Practice in Educational Management, Proceedings of the 1st New Zealand Conference on Research in Educational Administration, pp. 181-183, (1992); Mitchell D., Jefferies R., Keown P., McConnell R., Monitoring today's schools: A scoreboard after 18 months, Theory and Practice in Educational Management, Proceedings of the 1st New Zealand Conference on Research in Educational Administration, pp. 66-79, (1992); Noddings N., The Challenge to Care in Schools, (1992); Peel S., Inkson K., High school principals’ attitudes to performance evaluation: professional development or accountability’, New Zealand Journal of Educational Studies, 28, 2, pp. 125-141, (1993); Regan H., Not for women: school administration as a feminist activity, Teachers College Record, 91, 4, pp. 565-577, (1990); Regan H., In the image of the double helix: a reconstruction of schooling, Women Leading in Education, pp. 407-422, (1995); Ribbins P., A new order of things in hell: secondary headship today?, (1993); Robertson J., Developing educational leadership, (1991); Robertson J., Principal's partnerships: an action research study on professional development of New Zealand school principals, (1995); Robinson V., Timperley H., Halliday J., Facilitating Organisational Learning in Schools, Report of Phase 3: Organisational learning for Self-managing Schools, (1996); Snook I., Graduation address, (1994); Smyth J., Devolution and teacher's work: human resource implications, (1993); Stalker J., Athene in academe: women mentoring women in the academy, International Journal of Lifelong Education, 13, 5, pp. 361-372, (1994); Stalker J., New Zealand adult and community education: an international perspective, The Fourth Sector: Adult and Community Organisation in Aotearoa/New Zealand, pp. 365-380, (1996); Stewart D., Principal appraisal: who benefits’, Theory and Practice in Educational Management, Proceedings of the 1st New Zealand Conference on Research in Educational Administration, pp. 122-129, (1992); Administering for Excellence: Effective Administration in Education, (1988); Government management: brief to the incoming government 1987, Education Issues, Volume II, (1987); Thrupp M., The school mix effect, (1996); Waslander S., Thrupp M., Choice, competition and segregation: an empirical analysis of a New Zealand secondary school market, 1990-93, Journal of Educational Policy, 10, 1, pp. 1-26, (1995); Weedon C., Feminist Practice and Poststructuralist Theory, (1987); Weiler K., Women Teaching for Change: Gender, Class and Power, (1988); Wilson J., The forgotten schools’, Assignment, (1995); Wylie C., Self-managing Schools in New Zealand: The Fifth Year, (1994); Wylie C., Contrary currents: the application of the public sector reform framework in education, New Zealand Journal of Educational Studies, 30, 2, pp. 149-164, (1995)
Nơi xuất bản
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus