Highlighting leadership from a social and relational perspective, this book has a particular emphasis on the innovative role that social networks play in systems change. The social systems engaged in this volume cut across a wide array of stakeholder groups, ranging from student learners, pre-service/in-service teachers, administrators, community leaders, and out to organizations and communities that reflect well beyond the education sector, showcasing diverse perspectives from multiple areas and international settings.
Bringing together 32 distinguished scholars from Australia, Canada, Germany, Hong Kong, New Zealand, Norway, Spain, Taiwan, the UK and the USA, this book explores the use of social networks in education across different contexts and settings, connecting it with leadership practice that works at these settings for change. The contributors also examine online and virtual social behaviors and their connections to face to face networks. Ultimately, the volume showcases that leadership is social influence through examining a variety of social systems through social relationships.
In addition to the breadth of studies connecting innovative leadership research to practice in this volume, the contributors also explore a new area of social networks and leadership by examining online and virtual social behaviors and their connections to face to face networks. Ultimately, the selected chapters in this volume make the point that leadership is social influence through examining a variety of social systems through social relationships.
Recenzijas
This excellent book focuses on how leaders can leverage the power of social networks to shape educational change. School leadership is redefined as the ability to spark and direct fluid learning environments through the interaction of relationships and resources. The Relational Leader offers a new, dynamic vision of leadership in education. -- Richard Halverson, Kellner Family Professor of Urban Education, University of Wisconsin- Madison, USA In bringing together an array of international perspectives and lenses focusing on different levels of social networking and their implications, Yi-Hwa Liou and Alan Daly have created a compelling case for network literacy and associated intentional leadership action. Frequently drawing on fresh insights from doctoral research, the book contains valuable messages for school and system leaders, researchers, policy makers and educational partners. -- Louise Stoll, Emeritus Professor of Professional Learning, IOE, UCLs Faculty of Education and Society, University College London, UK This edited volume highlights leadership from a social and relational perspective across different contexts and settings, with a particular focus on the role of social networks in system change, involving a wide range of stakeholder groups. -- Denise Mifsud, Associate Professor in Educational Leadership, Management & Governance, University of Bath, UK This high quality collection edited by Liou and Daly fills a significant gap in the contemporary educational leadership literature. In a world where we have been rocked by a pandemic and the existential challenge of climate change, not to mention multiple regional crises and widespread fiscal uncertainty, all of which look certain to entrench and exacerbate educational and social inequities. Never than now have we needed to rethink what is important to us or how we need do things as a matter of such urgency. This will require leadership that is fit for the future rather than replicates the failures of the past.
The empirical research reported here challenges traditional orthodoxies and serves as a springboard to reframing understandings of leadership and leadership practice. The authors within this collection take up the challenge of, and successfully reposition the leadership debate into new territory which gives us all hope for the future. -- Christopher Chapman, Professor of Educational Policy and Practice, University of Glasgow, Scotland
Papildus informācija
Builds on previous and ongoing research and practice, as well as extending to cutting-edge issues and practices around the use of social networks in education across different contexts and settings.
Series Editors Foreword
Part I: The Social Leader
1. The Relational Leader: Mapping the Landscape of Leadership and Change
Through Social Networks, Yi-Hwa Liou (National Taipei University of
Education, Taiwan) and Alan J. Daly (University of California, San Diego,
USA)
2. Organizational Advancement by Learning Together: Leadership for
Professional Learning, Kenneth Leithwood (University of Toronto, Canada)
Part II: Students, Leadership and Networks
3. Leading Towards Relational Inclusivity for Students Identified as Having
Special Educational Needs and Disabilities, Christoforos Mamas (University of
California, San Diego, USA) and David Trautman (University of California, San
Diego, USA)
4. The Impact of Support Networks on the Education and Development of
Pre-Service Teachers, Chloe Eddy (University of Southampton, UK) and
Christopher Downey (University of Southampton, UK)
5. Strong Ties and Social Boundaries: Social Networks and Program Influence
on Preservice Teachers Social Justice Teacher Identities, Peter Bjorklund
Jr. (University of California, San Diego, USA)
Part III: School-wide Networks
6. Teachers Interactions about Multilingual Learner Instruction:
Considerations for Elementary School Leaders in the United States, Megan
Hopkins (University of California, San Diego, USA), Lisa Matsukata
(University of California, San Diego, USA), & Tracy M. Sweet (University of
Maryland, USA)
7. Teacher Collaboration in Times of Change Enhancing Existing Research in
Norway Through A Social Network Analysis Perspective, Esther T. Canrinus
(University of Agder, Norway) and Jo Inge Johansen Frųytlog (University of
South-Eastern Norway, Norway)
8. Structures That Support Leader Development and School Improvement:
Insights from Mixed Method Research, Darren Bryant (Curtin University,
Australia) and Allan Walker (The Education University of Hong Kong, Hong
Kong)
9. Leadership Landscape: Configuring Social Influence During School Reform,
Yi-Hwa Liou (National Taipei University of Education, Taiwan)
Part IV: System-wide Leadership Networks
10. Competition to Cross-School Collaboration: A Social Network Perspective
of Local System Leadership in England, Sotiria Kanavidou (University of
Southampton, UK) and Christopher Downey (University of Southampton, UK)
11. In Pursuit of Community of Learning: Investigating a Cross-School
Leadership Team, Joelle Rodway (Memorial University of Newfoundland, Canada),
Rachel Cann (The University of Auckland, New Zealand), and Claire Sinnema
(The University of Auckland, New Zealand)
12. The Role of Relationships: Illustrating System-Wide Disruption on
Leadership Networks, David Trautman (University of California, San Diego,
USA), Anita Caduff (University of California, San Diego, USA), and Alan J.
Daly (University of California, San Diego, USA)
13. Knowledge Brokers as Informal Leaders in a Multi-District Learning
Network, Joelle Rodway, Yi-Hwa Liou (National Taipei University of Education,
Taiwan), Alan J. Daly (University of California, San Diego, USA), Mica
Pollock (University of California, San Diego, USA), and Susan Yonezawa
(University of California, San Diego, USA)
Part V: Educational Leadership Beyond Transitional Boundaries
14. An Investigation of the Northeast Big Data Innovation Hub Through Social
Network Analysis, René Bastón (Team 8, USA), Catherine Cramer (Woods Hole
Institute, USA), Alan Daly (University of California, San Diego, USA),
Florence D. Hudson (Columbia University, USA), Yi-Hwa Liou (National Taipei
University of Education, Taiwan), Kathryn Naum (University of Illinois at
Urbana-Champaign, USA), Wren Thompson (University of Washington, USA), Laycca
Umer (New York Hall of Science, USA), and Stephen Uzzo (New York Hall of
Science; New York Institute of Technology, USA)
15. Bridging the Divide How Principals Can Broker Information and Resources
between Off- & Online Spaces, Martin Rehm (University of Regensburg,
Germany), Alan J. Daly (University of California, San Diego, USA), Peter
Bjorklund Jr. (University of California, San Diego, USA), Yi-Hwa Liou
(National Taipei University of Education, Taiwan), Miguel del Fresno
(Universidad Nacional de Educación a Distancia, Spain)
Part VI: Conclusions
16. New Directions and Next Steps for Social Network Research and Design of
Teachers Professional Development: Building Critical Network Literacy, Kira
J. Baker-Doyle (University of Illinois at Chicago, USA)
17. Where Are We Headed? A Relationally Focused Agenda for Research and
Practice in Leadership, Yi-Hwa Liou (National Taipei University of Education,
Taiwan) and Alan J. Daly (University of California, San Diego, USA)
Index
Yi-Hwa Liou is Professor in the Department of Educational Management at the National Taipei University of Education, Taiwan.
Alan J. Daly is Professor in the Department of Education Studies at the University of California, San Diego, USA.
