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In this established text Tony Bush presents the major theories of educational management, and links them to contemporary policy and practice.
Leadership continues to be one of the major criteria used to differentiate the models but the author now makes clear links between educational management theories and the main models of leadership. The author applies the models to a range of international contexts, including both developed and developing countries. This relates to global interest in concepts of leadership and management and to an increasing recognition of the need to customize theory and practice to each context and culture rather than adopting a 'one size fits all' approach.
For the fourth edition, the essential conceptual models remain. New case study material has been added from the full range of education and non-school settings, from early years through to further and higher education. Each chapter now includes key words, summary and end of chapter materials including issues for discussion. Key terms are defined in-text for the non-expert reader and all references and relevant key legislation details have been fully updated.
This book is essential reading for all teachers who aspire to management, as well as for experienced leaders on Masters' level courses, and for those studying school management as part of education studies degrees.
This internationally popular and classic text has been thoroughly revised and updated for the 4th edition with the latest research findings, new case studies and examples from around the world, and an increased focus on early years, post compulsory education and extended schools.
Table of Contents
|The Importance of Leadership and Management for Education||p. 1|
|What is educational management?||p. 1|
|What is educational leadership?||p. 5|
|Distinguishing educational leadership and management||p. 8|
|The chronology of educational leadership and management||p. 10|
|Decentralization and self-management||p. 12|
|The significance of the educational context||p. 14|
|Instructional leadership||p. 16|
|Models of Educational Leadership and Management||p. 23|
|The theory/practice divide||p. 23|
|The relevance of theory to good practice||p. 25|
|The nature of theory||p. 26|
|The characteristics of theory||p. 29|
|Diversity in educational leadership and management||p. 30|
|Models of educational management: an introduction||p. 33|
|Models of educational leadership: an introducation||p. 36|
|Formal Models||p. 40|
|Central features of formal models||p. 40|
|Structural models||p. 42|
|Systems models||p. 44|
|Bureaucratic models||p. 47|
|Rational Models||p. 50|
|Hierarchical models||p. 53|
|Formal models: goals, structure, environment and leadership||p. 54|
|Managerial leadership||p. 60|
|The limitations of formal models||p. 62|
|Conclusion: are formal models still valid?||p. 66|
|Collegial Models||p. 72|
|Central features of collegial models||p. 72|
|Collegial models in higher education||p. 76|
|Collegial models in secondary schools||p. 77|
|Collegial models in primary schools||p. 79|
|Collegial models: goals, structure, environment and leadership||p. 80|
|Transformational leadership||p. 84|
|Participative leadership||p. 87|
|Distributed leadership||p. 88|
|Limitations of collegial models||p. 91|
|Conclusion: is collegiality an unattainable ideal?||p. 95|
|Political models||p. 99|
|Central features of political models||p. 99|
|Baldridge's political model||p. 107|
|Sources of power in education||p. 108|
|Political strategies in education||p. 112|
|Political models: goals, structure, environment and leadership||p. 113|
|Transactional leadership||p. 119|
|The limitations of political models||p. 120|
|Conclusion: are political models valid?||p. 122|
|Subjective Models||p. 126|
|Central features of subjective models||p. 126|
|Subjective models and qualitative research||p. 132|
|Subjective models: goals, structure, environment and leadership||p. 134|
|Postmodern leadership||p. 138|
|Emotional leadership||p. 140|
|The limitations of subjective models||p. 140|
|Conclusion: the importance of the individual||p. 143|
|Ambiguity Models||p. 147|
|Central features of ambiguity models||p. 147|
|The garbage can model||p. 154|
|Applying the ambiguity model: Oakfields School||p. 156|
|Ambiguity models: goals, structure, environment and leadership||p. 158|
|Contingent leadership||p. 164|
|The limitations of ambiguity models||p. 165|
|Conclusion: ambiguity or rationality?||p. 167|
|Cultural Models||p. 170|
|What do we mean by culture?||p. 170|
|Societal culture||p. 172|
|Central features of organizational culture||p. 174|
|Developing a learning culture||p. 177|
|Organizational culture: goals, structure, environment and leadership||p. 179|
|Moral leadership||p. 184|
|Limitations of organizational culture||p. 186|
|Conclusion: values and action||p. 188|
|Comparing the management models||p. 192|
|Comparing the leadership models||p. 198|
|Applying the models to schools and colleges||p. 204|
|Attempts at synthesis||p. 208|
|Using theory to improve practice||p. 210|
|Author Index||p. 214|
|Subject Index||p. 218|
|Table of Contents provided by Ingram. All Rights Reserved.|
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