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Emnekode
PED-8003
Posisjon
1
Emnenavn
Teorier om ledelse og innovasjon i utdanning
Stp.
5
Sem./år
Høst 2007
Utfyllende informasjon
Credits: 5 credits ECTS
Participation all three days and submitted paper (approximately 10 pages).
Duration:
13 – 15 September 2007
Academic coordinator:
Adjunct professor Jorunn Møller Department of Education (IPLU), University of Tromsø
Collaborating partners:
Department of political science (Associate professor Rudi Kirkhaug) University of Tromsø, and
Tromsø University College.
Lecturers:
Professor Helen Gunter, University of Manchester, UK
Associate Professor Bradley Portin, University of Washington, Seattle, USA
Professor Jorunn Møller, University of Oslo
Associate Professor Rudi Kirkhaug, University of Tromsø
Target group:
Doctoral students, research fellows, other academic staff in universitites and university colleges that require further qualifications in the field of educational leadership and innovation. The plenary talks every day from 0900 to 1100 will be open to all who are interested.
Registration deadline: Monday 25 June 2007
Please use the code PED-8003 in the application form section 3 ("course"):
[page not found]
The application form in English
Please send the application form, including attached documents, to this address by 25 June:
University of Tromsø
Faculty of Social Sciences
Hege Folkedal
NO-9037 Tromsø
Course objectives:
to consider the knowledge claims underpinning the rise of school leadership, and how particular theories, epistemologies and knowledge producers have dominated policy
to examine the policy and social conditions shaping leadership and the ‘learning agenda’ in schools and the educational systems that support schools.
Content:
Helen Gunter’s session will consider the knowledge claims underpinning the rise of school leadership, and how particular theories, epistemologies and knowledge producers have dominated policy. She will critically engage with the development of school as distinct from educational leadership, and raise questions about what it means for research and practice.
The effect of leadership on learning in schools has become a critical focus for the academic, policy, and professional practice communities. Earlier conceptions of leadership have had a leader-centric and managerial emphases, which, while useful for some purposes (such a organizational change) seem to have had little influence on the valued outcomes of schools.
Bradley Portin will present new ways of conceptualizing leadership as a distributed capacity that includes, but extends well-beyond individual roles. The theory of action also proposes that a ‘learning agenda’ involves more than sole attention to student learning, but includes how the professionals within educational institutions learn, and how the organization itself creates adaptive responses to new challenges. His presentation examines the policy and social conditions shaping leadership and the ‘learning agenda’ in schools and the educational systems that support schools. This includes a necessary examination of reconfigured roles and governance structures to increase the leadership capacity in schools, how leaders use and manage information to guide decision making, how organizational and social resources are used to create a coherent agenda in schools, and how the connections between schools, their communities, and the state serve to create systemic support for learning.
Evaluation:
Papers must be submitted before 20 August and resubmitted for evaluation after the course before 15 October.
The first draft of paper, finished by 20 August, must be sent to this emailaddress: hegef@sv.uit.no - and sent the other participants in mailingslist sent after registration deadline.
The final paper must be sent in two copies, finished by 15 October, to the following address:
University of Tromsø,
Faculty of Social Sciences,
Research division,
NO-9037 Tromsø.
Deadline for the evaluation of all submitted papers is 15 November. Papers will be subjected to internal evaluation by the course organisers. The course will be externally evaluated by professor Svein Michelsen, The University of Bergen.
Required readings:
250 pages. A compendium of selected articles from the list of readings will be produced and made available to the participants in the course.
Programme:
Thursday 13 September
0900-1100: Professor Helen Gunter
Theorizing Educational Leadership - A critical perspective. Discussant: Bradley Portin
1115-1200: lunch
1200-1400: Papers presented by doctoral students. Discussants: H. Gunter and Bradley Portin
1415-1600: Helen Gunter
continued
Friday 14 September
0900-1100: Associate Professor Bradley Portin
Learning-focused leadership: Conceptual issues informing policy and practice. Discussant: Helen Gunter
1100-1200: lunch
1200-1400: Paper presented by doctoral students. Discussiants: H. Gunter and B. Portin
1415-1600: Bradley Portin
continued
Saturday 15 September
0900-1200: Associate Professor Rudi Kirkhaug
1200-: Professor Jorunn Møller
A Distributed Perspective on and in Leaership Practice
Pensum
Suggested readings (preliminary titles):
Gunter, H.M. (2006) “Knowledge production in the Field of Educational Leadership: a place for intellectual histories” Special edition of Journal of Educational Administration and History: Administration and Leadership in Education: a Case for History. 38 (2), 210-215.
Gunter, H.M. (2006) “Educational leadership and diversity” Educational Management, Administration and Leadership, Special Edition: Diversity. 34 (2), 257-268.
Gunter, H.M. (2005) “Putting education back into leadership” Forum. Special Double Issue: Reclaiming the Radical Agenda. 47 (2-3), 181-187.
Gunter, H.M. (2005) “Conceptualising research in educational leadership” Educational Management, Administration and Leadership, Special Edition:
Researching Leadership – A Review of Progress. 33 (2), 165-180.
Gunter, H.M. (2004) "Labels and Labelling in the field of educational leadership" Discourse, 25 (1), 21-42.
Gunter, H.M. (2003) "Intellectual histories of the field of education management in the UK" International Journal of Leadership in Education, Special Edition on Bourdieu and educational leadership. 6 (4), 333-347.
Gunter, H. and Rayner, S. (2007) “Modernising the school workforce in England: challenging transformation and leadership? Leadership 3 (1), in press.
Gunter, H. and Ribbins, P. (2003) "The field of educational leadership: studying maps and mapping studies" British Journal of Educational Studies, 51 (3), 254-281.
Gunter, H. and Ribbins, P. (2003) “Challenging Orthodoxy in School Leadership Studies: Knowers, Knowing and Knowledge?” School Leadership and Management, 23 (2), 129-146.
Gunter, H. and Ribbins, P. (2002) "Leadership studies in education: towards a map of the field” Educational Management and Administration, 30 (4), 387-416.
Ribbins, P. and Gunter, H. (2002) “Mapping Leadership Studies in Education: towards a typology of knowledge domains” Educational Management and Administration, 30 (4), 359-386.
Thomson, P. and Gunter, H. (2006) “From ‘consulting pupils’ to ‘pupils as researchers’: a situated case narrative” British Educational Research Journal. 32 (6), 839-856.
Portin B. S., Alejano, C. A., Knapp, M. S., Marzolf, E. (2006). Redefining roles, responsibilities, and authority of school leaders. State of the field monograph published by the University of Washington Center for Teaching and Policy and The Wallace Foundation.
Knapp, M. S., Copland, M. A., Pleck, M., & Portin, B. S. (2006). Leading, learning, and leadership support. . State of the field monograph published by the University of Washington Center for Teaching and Policy and The Wallace Foundation..
Portin, B., & Shen, J. (2005). The changing principalship. In, J. Shen, (Ed.), School Principals. New York: Peter Lang.
Portin, B. (2005). School-based leadership in the US in an age of reform: What does it take? Educational Research and Perspectives, 32(2), 1-23.
Portin, B. (2004). The role that principals play. Educational Leadership, 61(4), 14-18.
Portin, B. S., DeArmond, M., Gundlach, L., & Schneider, P. (2003). Making sense of leading schools: A national study of the principalship. Center on Reinventing Public Education, University of Washington, Seattle.
Portin, B., Beck, L., Knapp, M., & Murphy, J. (Eds.). (2003). Self-reflective renewal in schools: Local lessons from a national initiative. Westport, CT: Greenwood.
Portin, B., & Knapp, M. S. (2001). Finding Meaning in the Mirror: A Self-Reflective Improvement Process in Two Washington Schools. The International Journal of Educational Policy Research and Practice, 2(2), 103-125.
[related readings]
Fink & Resnick (2001). Developing principals as instructional leaders. Phi Delta Kappan, 82, 598-606.
Knapp, M. S., Copland, M. A., & Talbert, J. E. (2003). Leading for learning: Reflective tools for school and district leaders. Seattle: University of Washington Center for Teaching and Policy.
Knapp, M. S., Copland, M. A., Darling-Hammond, L., McLaughlin, M. W., & Talbert, J. E. (2002). Leadership for teaching and learning. A framework for research and action. Paper presented at the Paper presented at the American Educational Research Association, New Orleans, LA.
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: American Educational Research Association, Chicago, IL.
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD.
Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30, 23-28.
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