Educational Leadership and the Imperative of Including Student Voices, Student Interests, and Students' Lives in the Mainstream

Autor/in	Angus, Lawrence
Titel	Educational Leadership and the Imperative of Including Student Voices, Student Interests, and Students' Lives in the Mainstream
Quelle	In: International Journal of Leadership in Education, 9 (2006) 4, S.369-379 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
Schlagwörter	Stellungnahme; School Restructuring; Student Interests; Collegiality; Teacher Student Relationship; Instructional Leadership; Organizational Climate; Participative Decision Making; Educational Policy; Student Participation; Preservice Teacher Education; Student Teacher Attitudes; Literature Reviews; Foreign Countries; Child Advocacy; Australia + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Studieninteresse; Kollegialität; Teacher student relationships; Lehrer-Schüler-Beziehung; Instruction; Leadership; Bildung; Erziehung; Führung; Organisationsklima; Politics of education; Bildungspolitik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehramtsstudiengang; Lehrerausbildung; Ausland; Kinder- und Jugendanwaltschaft; Australien
Abstract	Smyth introduces this special issue with the claim that the question of "how to pursue forms of leadership that listen to and attend to the voices of...young people" is the "most urgent issue of our times". Dana Mitra's article describes what seem to be serious and elaborate attempts to involve students in school decision-making and, more pointedly, school reform. Cook-Sather writes in her article how pre-service teachers who, as part of a Teaching and Learning Together (TLT) project, are encouraged to explicitly challenge the traditional hierarchy of teacher/leader-student, which, she argues, restricts student-teacher collegiality and promotes impersonal, individualistic education. Fielding introduces readers to a framework in which four ideal types (in the Weberian sense) of school are described. Of the four, the main ones that he deals with are schools of "the high performance learning organization" type and the "person-centred learning community" type. In this paper, the author provides his opinions on these articles. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10