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Education reform continues to be a dominating feature of education in the UK and many other countries throughout the world. As a result of this, it is now more important than ever that headteachers and school managers develop the skills which enable them to manage their new responsibilities effectively.
In School Leadership in the 21st Century all the major aspects of school leadership are discussed, including:
- the strategic and ethical dimensions of leadership
- leading and managing change
- leading and managing staff in high performance schools
- information for student learning and organisational learning
- transformation of schools in the tewnty-first century.
The authors of this completely updated and revised edition have addressed the new standards and competency frameworks, making this an essential read for all headteachers and aspiring headteachers on NPQH or LPSH courses and anyone else with an interest in school leadership.
An excerpt from the beginning of the INTRODUCTION:
1. Sound is the effect on the ear of a wavelike (undulatory) motion of an elastic medium, caused by the vibrations of an elastic body.
2. When the vibrations occur at regular intervals, and the waves are therefore of equal length, a musical sound is produced.
3. Musical sounds differ from each other (independently of their duration) in intensity, character, and pitch, - determined respectively by the extent, form, and frequency of the vibrations.
4. Intensity, which depends on the extent of the vibrations, regulates the loudness or softness of a sound.
5. Character, which is also called quality or complexion (French timbre, 'stamp'; German klangfarbe, 'sound-tint'), has already been aid to depend on the form of the vibrations. Difference in character enables us to distinguish between voices and instruments, different kinds of voices, and different kinds of instruments.
6. The human voice may be divided into two classes, each of which may again be subdivided, as follows:-
Female or high voices (including those of children of both sexes):-
a. Soprano or Treble, the highest;
b. Mezzo-soprano, the intermediate;
c. Contralto, the lowest.
Male or low voices : -
a. Alto or Countertenor, an exceptionally high voice;
b. Tenor, the highest ordinary voice;
c. Barytone, the intermediate;
d. Bass, the lowest.
The terms 'contralto,' 'alto,' and 'countertenor,' are used somewhat vaguely, all three being applied to voices of the same range. 'Contralto' is generally used of a female voice, 'countertenor' of a male, 'alto' being sometimes inaccurately applied to either.
The names of the voices are thus derived:-
a. Bass, Low Latin bassus, 'broad.'
b. Barytone, 'heavy,' 'deep,' 'a tone.'
c. Tenor, Latin teneo, 'I hold': so called because it formerly held the principal melody when sung by men. This was called canlus, or canto, when sung by boys or women.
d. Countertenor, Latin contra tenorem, answering to the tenor.
e. Alto, Latin altus, 'high.'
f. Contralto, Latin contra altum, answering to the alto.
g. Mezzo-soprano, Latin medius, 'middle,' and Low Latin superanus, 'high.'
h. Soprano, Low Latin superanus, 'high.'
i. Treble, Latin triplex, 'triple': so called, either as applied to the third (i. e. the highest) octave of the vocal register, or as being formerly the third (i.e. the highest) part in part-singing.
7. Musical Instruments may be divided into three classes:-
a. Stringed instruments;
b. Wind instruments;
c. Instruments of Percussion; ....
This book is a unique invitation to rethink some of the most basic assumptions of higher education. The essays demonstrate that researchers have often concentrated on issues of effectiveness and efficiency in academe, rather than on issues of social justice and democracy. Participants in and organizations connected with higher education operate in ongoing patterns of struggle that embody competing conceptions of reality and what counts for knowledge. The essays in this volume make up a chorus of voices shaped by an interaction of dominant and subordinate forms of power. There is a focus on critical theory and the belief that education can be a transformative activity that creates conditions for empowerment. Within the framework of this book, a number of chapters deal with how those in power insert their ideas into academe. Other chapters uncover a politics of hope, and of possibility. The book is not a definitive statement but rather an initial comment to encourage discussion. Those studying curriculum and instruction, as well as all faculty, administrators, and researchers in higher education will find this book a comprehensive resource.
Combining both the theory as well as the practice of the education reform process, this unique breakthrough volume focuses on every aspect of the change process in high school education today. Short- and long-term strategies for each phase of the process-provoking, creating, managing, supporting, and sustaining reform-are covered.
Based on the real-life experiences of the author and others, this book recognizes that most high school reform is short-lived. It stresses the ways to create and maintain positive change, making the process a long-lasting, worthwhile mission for the school's leadership and ultimately the students.
Short, useful summaries of high school reform provide true-life pictures of what really happens in the midst of changing the way educational institutions operate. These stories cover school-based management, collaborative or shared leadership, school-within-a-school groupings, interdisciplinary instruction, school-based budgeting, new models for professional development, and others. Through these examples, readers can understand how reform strategies work and how to apply and adapt them to their own situations.
As an added feature, this book provides the names and locations of schools attempting each reform as well as the names and addresses of school reform networks that readers can contact in their own efforts.
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