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[null,"1.","Record Nr.",null,"UNINA9910827118503321"]
[null,null,"Autore",null,"Gunter Helen"]
[null,null,"Titolo",null,"An intellectual history of school leadership, practice and research / / Helen M. Gunter"]
[null,null,"Pubbl/distr/stampa",null,"London, England : , : Bloomsbury Academic, an imprint of Bloomsbury Publishing, Plc., , 2020"]
[{"$nulls":4},"London, England : , : Bloomsbury Publishing, , 2020"]
[null,null,"ISBN",null,"1-4742-2003-7"]
[{"$nulls":4},"1-4725-7899-6"]
[{"$nulls":4},"1-4725-7900-3"]
[null,null,"Descrizione fisica",null,"1 online resource (241 p.)"]
[null,null,"Disciplina",null,"371.2/011"]
[null,null,"Soggetti",null,"Educational leadership - Philosophy"]
[{"$nulls":4},"School management and organization - Philosophy"]
[{"$nulls":4},"Educational leadership - Research"]
[{"$nulls":4},"School management and organization - Research"]
[{"$nulls":4},"Education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Title Page -- Copyright Page -- Contents -- Abbreviations -- Introduction: Towards an Intellectual History -- Overview -- Towards an intellectual history -- The leadership era? -- Authoring an intellectual history -- Resources and contribution -- Part 1 Scoping Intellectual Histories -- Chapter 1 Knowledge Production -- Introduction -- Knowledge production -- Knowledgeable polities -- Summary -- Chapter 2 Intellectual Histories -- Introduction -- Ideas -- Intellectuals -- Practices -- Dimensions of intellectual histories -- Part 2 Framing Intellectual Histories."]
[{"$nulls":4},"Chapter 3 Knowledge Traditions -- Introduction -- Experiential traditions -- Positivist scientific traditions -- Behaviourist science traditions -- Values traditions -- Critical science traditions -- Dynamics of knowledge traditions -- Summary -- Chapter 4 Knowledge Purposes -- Introduction -- Purposes -- Situational -- Functional -- Realist -- Activist -- Learning and development -- Summary -- Chapter 5 Knowledge Domains -- Introduction -- Knowledge domains -- Understanding changes -- Living changes -- Delivering change -- Working for changes -- Transformation and "]
[{"$nulls":4},"leadership -- Summary."]
[{"$nulls":4},"Chapter 6 Knowledge Contexts -- Introduction -- Contexts -- Trends in educational reform -- Summary -- Chapter 7 Knowledge Networks -- Introduction -- Actors and networks -- Epistemic groups -- Regimes of practice -- Summary -- Part 3 Dimensions of Intellectual Histories -- Chapter 8 Educational Administration -- Introduction -- Leadership -- An intellectual history of EA -- Knowledge production -- Summary -- Chapter 9 Educational Effectiveness and Improvement Research -- Introduction -- Leaders, leading and leadership -- An intellectual history of EEIR -- Knowledge production -- Summary."]
[{"$nulls":4},"Chapter 10 Entrepreneurs and Popularizers -- Introduction -- Leaders, leading and leadership -- An intellectual history of Entrepreneurs and Popularizers -- Knowledge production -- Summary -- Chapter 11 Critical Educational Policy and Leadership Studies -- Introduction -- Leaders, leading and leadership -- An intellectual history of CEPaLS -- Knowledge production -- Summary -- Conclusion: Developing Intellectual Histories -- Introduction -- Breaking Bad -- State of the field -- Field agendas -- Intellectual histories -- References -- Index."]
[null,null,null,"Sommario/riassunto","\"An Intellectual History of School Leadership Practice and Research presents a detailed and critical account of the ideas that underpin the practice of educational leadership, through drawing on over 20 years of research into those who generate, popularise and use those ideas. It moves from abstracted accounts of knowledge claims based on studying field outputs, towards the biographies and practices of those actively involved in the production and use of field knowledge. The book presents a critical account of the ideas underpinning educational leadership, and engages with those ideas by examining the origins, development and use of conceptual frameworks and models of best practice. It deploys an original approach to the design and composition of an intellectual history, and as such it speaks to a wider audience of scholars who are interested in developing and deploying such approaches in their particular fields.\"--"]