Showing papers by "Kenneth Leithwood published in 1998"
TL;DR: In this article, the authors synthesize evidence from three independent studies of conditions that foster organizational learning in schools carried out in different contexts but with comparable methods, and identify such conditions from state, district and school sources and assess the context sensitivity of each of the conditions.
Abstract: This article reports the results of synthesizing evidence from three independent studies of conditions that foster organizational learning in schools carried out in different contexts but with comparable methods. Its purpose was to identify such conditions from state, district, and school sources and to assess the context sensitivity of each of the conditions. Qualitative data were provided by a total sample of 111 teachers in 14 schools. Results identified a large number of conditions that fostered organizational learning in all schools. Among the most important of these conditions was transformational forms of principal leadership.
415 citations
TL;DR: Eighty-three empirical studies of school-based management (SBM) were examined in order to determine variations in the forms of SBM in practice and the effects of each variant on students and others involved in SBM implementation as discussed by the authors.
Abstract: Eighty-three empirical studies of school-based management (SBM) were examined in order to determine variations in the forms of SBM in practice and the effects of each variant on students and others involved in SBM implementation. Evidence from the review suggests that SBM takes at least four forms in practice: administrative control, professional control, community control, and equal control. The main features of each of these forms is outlined and especially instructive cases are used for purposes of illustration. Both positive and negative effects on students, teachers, and people in other relevant roles are reported. The review finds little evidence of positive effects on students.
255 citations
TL;DR: In this article, the authors discuss how culture has been studied in fields of management outside of education, and examine the role that a cultural lens could play in the field of education.
Abstract: The emergence of the global era has raised the ante on cross-cultural understanding. Although education has been a traditional means of cross-cultural transmission, relatively little effort to date has gone into understanding how culture influences the content or processes of educational practice. Internationally disseminated theories of educational leadership have been dominated by Western cultural and intellectual frameworks and have ignored a range of other frameworks. It is time to open up our thinking about theories and methods of organizing and administering education throughout the world. There are potential benefits to theory as well as to practice in widening the cultural and intellectual lenses being used in the field. Our purpose in this article is to understand how one might begin to explore educational leadership concepts and practices across cultures. We discuss how culture has been studied in fields of management outside of education. Then we examine the role that a cultural lens could play...
169 citations
TL;DR: In this article, a review of empirical and case studies of the implementation of school-based management (SBM) reported between 1985 and 1995 are reviewed in order to determine obstacles typically encountered in the early to middle stages of such implementation and promising strategies for dealing with them.
Abstract: Seventy‐seven empirical and case studies of the implementation of school‐based management (SBM) reported between 1985 and 1995 are reviewed in order to determine obstacles typically encountered in the early to middle stages of such implementation and promising strategies for dealing with them. Results are reported in terms of obstacles relevant to teachers, principals, parents and the wider community, site councils, schools as a whole, and district administrators. These results are discussed in terms of the potential role for SBM in the creation of “high involvement” schools.
146 citations
TL;DR: In this article, the conceptual terrain of leadership is mapped and a critical point of departure for cross-cultural studies is discussed, with a focus on cross-cultures and cross-culture.
Abstract: (1998). Mapping the conceptual terrain of leadership: A critical point of departure for cross-cultural studies. Peabody Journal of Education: Vol. 73, No. 2, pp. 31-50.
126 citations