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Article
Publication date: 1 October 1998

Clive Dimmock and Allan Walker

Promotes and justifies a stronger comparative emphasis in the study of educational administration and management. Addresses questions such as, why adopt a comparative approach to…

2358

Abstract

Promotes and justifies a stronger comparative emphasis in the study of educational administration and management. Addresses questions such as, why adopt a comparative approach to educational administration? Why ground a comparative approach in culture? and, why focus on school organisation, leadership and management as the baseline unit for comparison? In systematically addressing these questions, the paper begins by acknowledging that comparative educational administration has, at best, a weak knowledge base. It goes on to clarify the potential importance of a comparative dimension to the field, and in particular, a comparative approach reflecting a cross‐cultural perspective. Finally, the paper briefly addresses a number of key issues which, it is argued, could inform initiatives to create a robust cross‐cultural approach to comparative educational administration

Details

Journal of Educational Administration, vol. 36 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 August 1997

Clive A.J. Dimmock and Thomas A. O’Donoghue

Highlights the importance of school reporting to parents and the need for its effective management, as fundamental practices underpinning the central purpose of schools. Argues…

733

Abstract

Highlights the importance of school reporting to parents and the need for its effective management, as fundamental practices underpinning the central purpose of schools. Argues that, in spite of the centrality of reporting to the core activities of teaching and learning, current efforts to secure accountability appear to focus more on increasing school accountability to central offices and school councils than on addressing much needed and long overdue improvements in parent reporting. Identifies, through a review of literature on school reporting to parents, aspects of reporting on individual student achievement and progress which need to be rethought in order to align with developments in education policy and parental expectations in the latter half of the 1990s. Uses the aspects of reporting in need of improvement, as elicited from the literature review, to generate a set of roles and responsibilities for school leaders and administrators to adopt in improving the reporting process, which, it is argued, needs to be well managed and organized if it is to meet the expectations of all stakeholders.

Details

International Journal of Educational Management, vol. 11 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

Content available
956

Abstract

Details

Journal of Educational Administration, vol. 53 no. 4
Type: Research Article
ISSN: 0957-8234

Article
Publication date: 1 November 2006

Paul T. Begley

The article proposes three prerequisites to authentic leadership by school principals: self‐knowledge, a capacity for moral reasoning, and sensitivity to the orientations of…

9846

Abstract

Purpose

The article proposes three prerequisites to authentic leadership by school principals: self‐knowledge, a capacity for moral reasoning, and sensitivity to the orientations of others.

Design/methodology/approach

A conceptual framework, based on research on the valuation processes of school principals and their strategic responses to ethical dilemmas, is used as a practice grounded approach to describing authentic leadership and the acquisition of moral literacy by school leaders.

Findings

Four motivational bases for administrative decision making are described: self‐interest/personal preferences, rational consensus, rational consequences, and trans‐rational ethics/principles. The achievement of self‐knowledge, capacity and sensitivity to others can be best achieved in professional settings through strategies of personal reflective practice, and sustained dialogue on moral issues and the ethical dilemmas of educational practice.

Practical implications

Principals need the capacity to discriminate actual intentions, within themselves and among others. This is not moral relativism, nor is it value absolutism. It is critical thinking and moral literacy.

Originality/value

Several resources are provided as tools for principals and scholars to use in support of developing these capacities within themselves and amongst others.

Details

Journal of Educational Administration, vol. 44 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Content available
Article
Publication date: 7 September 2015

13

Abstract

Details

Journal of Educational Administration, vol. 53 no. 6
Type: Research Article
ISSN: 0957-8234

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