References from readings

Question 1

What is the new moral imperative of school leadership? (Fullan, ????)

Answer 1

The moral imperative of the principal involves leading deep cultural change that mobilizes the passion and commitment of teachers, parents, and others to improve the learning of all students, including closing the achivement gap. (Fullan, 2003)

Question 2

What did Murdoch (1992) say about vision?

Answer 2

Truthful vision prompts right action

Question 3

What should vision provide schools with?

Answer 3

a means of looking forward with some assurance, whatever the various and immediate demands being made in the name of an unknowable future (Ungoed-Thomas, 1996)

Question 4

What are the 3 national level educational goals Labaree (???)

Answer 4

” 1. the citizens perspective: democratic equality (eg: Scandinavia)

2. the taxpayer’s & employer’s perspective: social efficacy (eg. USA, Europe)
3. the consumer’s perspective: social mobility
   (1997) “

Question 5

Learning enriched vs learning impoverished (who, when?)

Answer 5

“Learning enriched: environments within which teachers hold positive attitudes towards their school and share collaborative goals.
Learning impoverished: schools without a mission. Environments where there are no clear goals or shared values, teachers work in isolation, do not communicate about educational topics and tend to perceive their school tasks as routines.”

Question 6

School leaders should not just runt heir organisations efficiently, but should also especially focus on providing… (Slater & Teddlie, 1992)

Answer 6

…the conditions for the school’s primary processes

Question 7

School leaders should function as a _____ _______ of classroom processes, act as a ______ for teachers, and initate staff _________ (????,????)

Answer 7

School leaders should function as a meta-controller of classroom processes, act as a counsellor for teachers, and initate staff professionalisation (Scheerens & Bosker, 1997)

Question 8

school climate refers to the ______ of schools (???)

Answer 8

school climate refers to the personality of schools (Hoy, 1990)

Question 9

Principal leadership has relatively stronger effects on in-school ______ than on _______.

Answer 9

Principal leadership has relatively stronger effects on in-school processes than on outcomes. (Hallinger and Heck, 1996)

Question 10

Principal learship that makes a difference is aimed toward influencing internal school ______ that are ______ linked to student learning. These internal processes range from school _____ and _____ to practices of ________.

Answer 10

Principal learship that makes a difference is aimed toward influencing internal school processes tjat are directly linked to student learning. These internal processes range from school policies and norms to practices of teachers. (Hallinger and Heck, 1996)

Question 11

Teachers with a sense of efficacy believe in ability to have positive effect on student learning and are convinced they can actively influence how well student learn (?????)

Answer 11

Guskey & Passaro, 1994

Question 12

To understand fully the mechanisms which promote or hinder student learning, a vision on education needs the ___________, __________ and ________ dimensions (???)

Answer 12

To understand fully the mechanisms which promote or hinder student learning, a vision on education needs the pedagogical, psychological (how students actually learn and develop) and sociological (why some students learn less than others due to their backgrounds) dimensions (Creemers & Reesigt, 1999)

Question 13

Handy and Aitken 4 element typology of schools (1986)

Answer 13

” -club culture (spiders web-informal club of like-minded people whose task is to achive the mission of the head who is at the centre of things)

• role culture (pyramid - job-boxes coordinated to execute the work of the organisation, which the head manages through formal system and procedures of bureaucratic kind)
• task culture (grid - friendly matrix of variably composed groups and teams which achieve range of planned tasks to solve organisational problemd)
• person culture (cluster - minimally organised resource fo the development of its members’ tablents and exercise of their skills)”

Question 14

Handy and Aitken (????) say successful schools get the right ____ of the 4 element typology of schools at the right time

Answer 14

Handy and Aitken (1986) say successful schools get the right mix at the right time.

Question 15

Democratic practices such as _____, _________ and shared ownership of __________, are create the goods of the community such as liyalty, belonging snd trust (Crittenden, ????)

Answer 15

Democratic practices such as voice, participation and shared ownership of decisions, are create the goods of the community such as liyalty, belonging snd trust (Crittenden, 1992)

Question 16

The structure of relations (in democratic) should be the _____ rather than the ledder (???????, undated)

Answer 16

The structure of relations (in democratic) should be the loop rather than the ledder (Beddoe, undated)

Question 17

“Why more democratic schools be more effective than bureaucratic/authoritarian ones?
(???? And ????, 2005)”

Answer 17

” 1. Rules are better kept by staff and students if democratically agreed to in the first place.
2. Communications in the school are improved through regular discussion.
3. There is an increased sense of responsibility as staff and students have more control over their organisation.
4. Decision-making is improved as a range of internal and external interests and opinions is considered.
(Harber and Davies, 2005)”

Question 18

Some advantages and disadvantages in schools in Tanzania (???, ???)

Answer 18

“ADVANTAGES: Reduces workload for teachers, discipline problems reduced as students closer with teachers, can resolve problems before escalate (including strikes), trains the students,
DISADVANTAGES: time-consuming, not perfectly working all the time,
(Harber, 1993)”

Question 19

Gold et al. explores a tension that is unavoidable in any leadership in contemporary educational systems: between a ‘________ and ___________ view’ focused on ‘_________, effectiveness and ___________’ and a ‘_____-driven view’ focused on ‘values, learning communities and _______ leadership’.
2003

Answer 19

Gold et al. explores a tension that is unavoidable in any leadership in contemporary educational systems: between a ‘technicist and managerial view’ focused on ‘efficiency, effectiveness and performance’ and a ‘values-driven view’ focused on ‘values, learning communities and shared leadership’.
2003

Question 20

Bastard leadership (Wright, ????)

Answer 20

ultimate focus of leadership in practice (efficient and effective preparation of young people to be productive members of society - is, in the end, defined by the government, thus leaving school leaders in a position of Bastard leadership. Leadership as a moral and value underpinning for the direction of schools is being removed from those who work there. It is now very substantially located at the political level where it is not available for contestation, modification or adjustment to local variations.

Question 21

communicate values by…(Gold et al., 2003)

Answer 21

• working with, managing and even searching out change
• paying careful attention to information management within the school - thus keeping staff infomred
• working closely and sometimes seamlesslywith leadership groups
• developing leadership capacity and responsibility throughout school

Question 22

Foster (2003) discussed thinking about values over time:

Answer 22

• Positivistic approach inadequate (technical rationality not adequate as that kind of rationality can at best tell is how to take effective means to ends, ut it will not tell us which ends we should be persuing.
• Once we recognise importance of values there is tendency to think values can be handled by setting up set of rules to be followed. This is a mistake.
• We need to think, not just about persons capacity to follow rules but about their personal qualities.
• Desirable personal qualities are developed in certain kinds of social context; communities rather than bureaucratic organisations.
• We should be less individualistic, looking beyond the values of the leader, to the values that are embodied in an institution.

Question 23

Hodgkinson’s categories of values was a framework for thinking about the ______ of people’s values (????)

Answer 23

Hodgkinson’s categories of values was a framework for thinking about the sources of people’s values (1991)

Question 24

Subrational values are

Answer 24

simply a matter of preference.

Question 25

Rational values are

Answer 25

ones that can be given rational justification by appealing either to consensus or consequences.

Question 26

Transrational values are

Answer 26

ones that go beyond the possibility of rational grounding.
Either fundamental principles that underpin all our other values OR high-level principles that are somehow placed above all other values.

Question 27

Having moral purpose is more than avoiding immoral purposes. What makes an issue an ethical or moral one:

Answer 27

1. Moral or ethical matters seem to be about how people are treated - how people behave towards each other.
2. While moral values, like others, are conceptions of the desirable, they often seem to be more than that - We may want to say, for instance that being kind rather than cruel is not just desirable, it’s obligatory. We have the idea that morality is binding on people in ways that other conceptions of the desirable are not.

Question 28

Liberal education (contrasts vocational ed) is an education that brings to the individual knowledge and understanding that are values for their _____ _____ (like art, history).

Answer 28

Liberal education (contrasts vocational ed) is an education that brings to the individual knowledge and understanding that are values for their own sake (like art, history).
Opens range of possibilities on one end of spectrum where all high culture most important topics to educate, versus on the other end of the spectrum where subjects are only valuable if the individual believes they are and so much choose them for their own sake (child-centred).

Question 29

Vocational education (contrasted with liberal ed) equipping people to have an _________ and serves _______ ends.

Answer 29

Vocational education equipping people to have an occupation and serves economic ends.

Question 30

Cultural transmission purpose of education…

Answer 30

major purpose of formal education is to transmit those parts of culture perceived as being of most value.
pass values, knowledge and beliefs of community and culture.

Question 31

What are the 5 purposes of education?

Answer 31

cultural transmission
liberal emancipation
improvement: personal and social
Economic
social justice

Question 32

what is liberal emancipation purpose of education…

Answer 32

pass skills, aptitudes and attitudes to make life choices autonomously

Question 33

what is improvement: personal and social, purpose of education?

Answer 33

acquire virtues

Question 34

What is economic purpose of education?

Answer 34

to improve area’s notions economy and student’s employability

Question 35

what is social justice purpose of education?

Answer 35

offer learning opportunities to all

Question 36

4 codes/ideologies of education (Skilbeck, 1976)

Answer 36

• Cultural transmission
• child centred
• social reconstruction
• GNP code

Question 37

What are the 3 models of schools that are communities and 1 not community (Strike, ????)

Answer 37

-liberal instrumentalism (knowledge commodity, students are competitors and motivated by future job, parents are consumers - have purpose and goal but because trying to accommodate widest range of purposes without offending, no comment educational project)
-Comprehensive doctrine school: from values from common tradition/doctrine; religious schools; teachers/admin are elders, exemplars; Intrinsic motivation;
-Deliberative democracy schl: values of participatory defmocracy; teachers/admin first among equals; students potential citizens/apprentices; motivated by goods of citizenship such as civic friendship, also participating in decision making.
-Life of the mind schools: value excellence and life of the mind; free and open debate; teachers/admin exeplars and masters. Students apprentice; parents mostly outsiders; motivation for learning is to achieve goods.
(Strike, 2000)

Question 38

Moral purpose of the highest order is…

???, ????/

Answer 38

Moral purpose of the highest order is having a system where all students learn, the gap between high and low performance becomes greatly reduced, and what people learn enables them to be successful citizens and workers in a morally based knowledge society.
(Fullan, 2003)

Question 39

The driver should be ______ purpose and all other capacities (eg. _____________ of the change process, building professional learning ____________) should be in service of _____ purpose
(????????, ??????)

Answer 39

The driver should be moral purpose and all other capacities (eg. knowledge of the change process, building professional learning communities) should be in service of moral purpose
(Fullan, 2003)

Question 40

Conflict avoidance in the face of poor performance is an act of _____ neglect.
(?????, 2003)

Answer 40

Conflict avoidance in the face of poor performance is an act of moral neglect.
(fullan, 2003)