Developing Distributed Curriculum Leadership in Hong Kong Schools
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Developing Distributed Curriculum Leadership in Hong Kong Schools

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Description

The book aims to explore distributed leadership in developing curriculum innovations in schools with a target of bringing about theoretical underpinnings in the West with the empirical studies and practices in the East. It examines theoretically the roots of the curriculum leadership studies and practically with the empirical data and case studies in Hong Kong which has been considered a melting pot of the Western concepts and innovations in a land of Eastern cultures. The examination is framed within theoretical frameworks of activity theories, discourse analysis and social network systems. The findings will show the impact of the cultural traditions of Eastern countries in the mediation of the direction of the discourses in teacher meetings and the effectiveness of decision making in the processes of developing school based curriculum leadership. The book is theoretically exploratory with practically examined practices for educational leaders like schools headers and department leaders as well as teachers who aim at asserting greater influence in the educational decision making processes. Topics discussed in the book include: * Curriculum leadership functions and patterns of leadership distribution * Engaging teachers in reflective practice: tensions between ideological orientations and pragmatic considerations * Models of distributed leadership: focus, development and future * Initiating, designing and enacting curriculum innovations: procedures and processes This book will appeal to researchers interested in Curriculum Studies, School leadership and comparative education. Those who studies the theory of education and Asian education will also find this book valuable.show more

Product details

  • Hardback | 244 pages
  • 156 x 234 x 20.32mm | 476g
  • Taylor & Francis Ltd
  • ROUTLEDGE
  • London, United Kingdom
  • English
  • 23 black & white tables, 12 black & white line drawings
  • 1138857637
  • 9781138857636
  • 1,521,391

About Edmond Hau-Fai Law

Edmond Hau-fai Law is Professor in Curriculum & Instruction Department and a research fellow at the Asia Pacific Centre for Leadership and Change, The Education University of Hong Kong. He was a visiting scholar at universities of Twente the Netherlands, Tokyo Gagukei and Kansai Osaka Japan, East China Normal and Shenyang Normal China. He has also served as external examiner for Ph.D. theses for universities Addis Ababa Ethiopia, Malaysia, Singapore, Twente, Brunei and Hong Kong. He worked for the United Nations Educational, Scientific and Cultural Organization (UNESCO) on policy evaluation and pedagogical transformation projects in Asia Pacific region.show more

Review quote

Due to the historical review of the research on leadership studies, the focus on curriculum, the review of case studies, the presentation of new data and its international reference and reach, this is a powerful book. - William F. Pinar, University of British Columbia, Vancouver, Canadashow more

Table of contents

Acknowledgements Forward Preface Section One LEADERSHIP APPROACHES TO CURRICULUM DEVELOPMENT Chapter 1. Introduction Chapter 2. Models of distributed leadership: focus, development and future Chapter 3. Initiating, designing and enacting curriculum innovations: procedures and processes Section Two CASE STUDIES OF CURRICULUM LEADERSHIP DEVELOPMENT TEAMS Chapter 4. Developing curriculum leadership in a primary school Chapter 5. Impact of school-based curriculum innovations on teachers and students Chapter 6. Effects of leadership styles on teacher participation distribution in the Mathematics curriculum development team: discourse and social network analyses Chapter 7. Managing school-based curriculum innovations in a Chinese curriculum development team: discourse and social network analyses Chapter 8. Curriculum leadership functions and patterns of leadership distribution Section Three ACTIVITY THEORY AND CURRICULUM LEADERSHIP: AN ALTERNATIVE PERSPECTIVE Chapter 9. Mediational functions of power and status on emergence of leadership properties Chapter 10. Engaging teachers in reflective practice: tensions between ideological orientations and pragmatic considerations Chapter 11. Conclusion Biography of the authorshow more