Out-of-Field Teaching Practices: What Educational Leaders Need to Know.

Out-of-Field Teaching Practices: What Educational Leaders Need to Know.

Enregistré dans:
Détails bibliographiques
Auteur principal: Plessis, Anna Elizabeth du
Format: eBook
Langue:English
Publié: [Place of publication not identified] : Springer Science and Business Media : SensePublishers, 2017.
Sujets:
Teacher effectiveness.
Teachers > Training of.
EDUCATION > Essays.
EDUCATION > Organizations & Institutions.
EDUCATION > Reference.
Teacher effectiveness
Teachers > Training of
Accès en ligne:Click for online access
Table des matières:
  • TABLE OF CONTENTS; FOREWORD; PREFACE; CHAPTER 1: THE MEANING OF OUT-OF-FIELD TEACHING FOR EDUCATIONAL LEADERSHIP: If We Just Knew ... ; INTRODUCTION; A BOURDIEUSIAN STANDPOINT ON SCHOOL LEADERSHIP; MAPPING THE SCHOOL LEADERSHIP FIELD; DEFINITIONS OF CONCEPTS; A SURVEY TOOL: INFORMATION FOR SCHOOL-LEADERS; SUMMARY; CHAPTER 2: SEEKING ANSWERS IN LITERATURE: Is "The Office" an Obstacle for Effective Leadership?; INTRODUCTION; MISCONCEPTIONS ABOUT THE OUT-OF-FIELD PHENOMENON ARE WIDESPREAD; PRESSURE ON SCHOOL LEADERSHIP; IMPLICATIONS OF OUT-OF-FIELD PLACEMENTS FOR TEACHERS AND SCHOOL LEADERSHIP.
  • Awareness of the Realities of Out-of-Field TeachingRecruitment Challenges and Related Workforce Stability; Restricting Effective Leadership; DEFINING QUALITY TEACHING; Out-of-Field Teaching and Teacher Quality; TEACHING CHARACTERISTICS AND THE LEARNING ENVIRONMENT; PRODUCTIVITY AND OUT-OF-FIELD TEACHING; SCHOOL-LEADERS' EFFECTIVENESS WITHIN THE OUT-OF-FIELD PHENOMENON'S SPACE; THE OUT-OF-FIELD PHENOMENON'S INFLUENCE ON TEACHERS AS PROFESSIONALS; THE OUT-OF-FIELD PHENOMENON AND TEACHERS AS RESOURCE INVESTMENTS; Influence on Empowerment and Support Programs.
  • INTER-RELATIONS BETWEEN LITERATURE REVIEWED AND THE STUDYTHE IMPORTANCE OF KNOWING FOR SCHOOL LEADERSHIP; BUILDING HEALTHY SCHOOL COMMUNITIES; CHAPTER 3: LOOKING THROUGH DIFFERENT LENSES: Evidence-Based Information Improves Healthy School Communities; INTRODUCTION; SCHOOL-LEADERS' ACCOUNTABILITY TO THE SCHOOL COMMUNITY; EMPATHY AND TRUST BUILD THE SCHOOL COMMUNITY; THE OUT-OF-FIELD PHENOMENON, COLLABORATION AND THE MEANING FOR SCHOOL COMMUNITIES; LEADERS' ROLE IN BUILDING A HEALTHY COMMUNITY; SUMMARY; CHAPTER 4: TURNING THE TEACHING WORKFORCE AND WORKPLACE AROUND WITH OPEN DISCUSSIONS.
  • INTRODUCTIONLEARNING FROM ACTUAL EXPERIENCES; Perceptions about School Leadership: Ivory-Tower Aestheticism; The School Budget versus Classroom Pedagogies?; Parents: Information about Out-of-Field Teaching on a Need-to-Know Basis?; Respect for the "Knowledgeable Other" in the Classroom; School Leadership Teams and the Workplace Climate; The Lifeworld, The "Workplace" of Out-of-Field Teachers: Smoke-and-Mirrors?; Human Capital Management: Adapt, Transform, Redeploy-Because It Matters?; Expectations, Utilisation and Deployment: Suitably Versus Unsuitably Qualified Teachers.
  • Feelings of Failure: "Whose Problem Is It to Manage?"Stress, Tension and Strain in Classrooms; The Unacknowledged Dilemma: Managing Expectations while in an Out-of-Field Position; Teachers as Rule-Followers; Influence of Expertise and Suitably Assigned Teachers; "Interactive Leadership" towards Teamwork; Back to the Future; CHAPTER 5: THE INFLUENCES ON THE TEACHING WORKFORCE: Epistemological and Intuitive; INTRODUCTION; Pressure and the Meaning for Occupational Conditions; Generating Scepticism about the Quality of Teaching That Schools Offer.

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