PART ONE: INTRODUCTION The International Patterns in Educational Management and Leadership PART TWO: LEARNERS AND LEARNING Learning and Teaching Managing Learner Outcomes A Passion for Quality PART THREE: PEOPLE AND COMMUNITIES Managing People in Education People and Performance Managing External Relations Managing Parental and Community Links PART FOUR: STRATEGY AND RESOURCES Strategy and Planning Managing Resources for Education Managing Resources at the Institutional Level PART FIVE: LEARNING FUTURES Widening Participation Achieving a Learning Organization PART SIX: LEADERSHIP Leadership
Nick Foskett - University of Southampton. Jacky Lumby (Ph.D. University of Leicester) is Professor of Education and Head of the School of Education at the University of Southampton, UK. She has taught and led in a range of educational settings, including secondary/high schools, community and further/technical education. She has also worked for a Training and Enterprise Council, with a regional responsibility for developing leaders across the public and private sectors. She has researched and published widely on educational policy, leadership and management in schools and colleges, in the UK and internationally. Her work on leadership encompasses a range of perspectives, including diversity issues, comparative and international perspectives and leading upper secondary education. She has co-edited International handbook on the preparation and development of school leaders (2008). Her most recent book is, with Marianne Coleman, Leadership and Diversity: Challenging Theory and Practice in Education (2007). She is co- editor of the journal International Studies in Educational Administration and a member of the Council of the British Educational Leadership, Management and Administration Society.
`Foskett and Lumby's book forms an important and a timely contribution to comparative international studies of educational leadership.... In challenging a range of deeply embedded suppositions about leading and managing in education the authors remind us regularly that the mightiest task of even the most accomplished transformational leader, or radical government policy, is to transform values, attitudes and professional culture. So this exposition of similarities and contrasts in practices makes a useful contribution to the literature on educational leadership in this country and beyond' - David Wood, Journal of Inservice Education