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Educational Leadership,
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2 s choo l lea dership

NEW IN 2011 NEW IN 2011

Leading a Creative School Improving Quality in Education
Learning about Lasting School Change Dynamic Approaches to School Improvement
Edited by Ethel Sanders, University of Nottingham, UK Bert P.M. Creemers, University of Groningen, the
Series: Creative Teaching/Creative Schools Netherlands and Leonidas Kyriakides, University of
Cyprus, Cyprus
Introducing creativity to the classroom is a concern for
teachers, governments and future employers around the Improving Quality in Education is a major contribution
world, and there has been a drive to make experiences at to the area of school improvement, setting out a dynamic
school more exciting, relevant, challenging and dynamic for framework that will help schools collect data, evaluate
all young people, ensuring they leave education able to themselves, decide on priorities for improvement and
contribute to the global creative economy. develop action plans. Emphasising the setting of targets,
the authors stress the fundamental importance of making
Leading a Creative School shows that school leaders are schools into the best possible learning environments, giving
central in any change process, and offers suggestions and students and teachers the means to achieve them. Their
models of practice for a whole school change towards practical, flexible approach can easily fit with the individual
creative practice. Providing an accessible overview of key circumstances of each school and system.
issues and debates surrounding different methods of
creative change, practical activities, and stimulus material Based on this approach, the book goes on to explore a
to help teachers, this book will explain how to: number of projects that focus on important challenges
schools all around the world are facing, such as preventing
• reflect on why change is important for your school bullying and developing teachers. Readers, be they
• motivate your teaching staff practitioners, school advisors, policy-makers or researchers,
• create the conditions for a whole school change will see how the contents of Improving Quality in Education
can be applied in a wide variety of educational settings.
• develop practical strategies to make changes long lasting
To conclude the authors offer practical suggestions for
• and assess and monitor changes taking place. designing improvement strategies, providing guidelines
Providing case studies and examples of school change from to schools on how to self-evaluate, make decisions on
leading practitioners throughout, this book is an invaluable priorities and design action plans, including a useful toolkit
guide for all those involved in school leadership, of guidelines for measuring the quality of teaching and the
management and change. efficiency of school factors.
Aimed at all professionals working in the area, whether
August 2011: 246 x 174: 96pp
Hb: 978-0-415-57082-4: $112.00
academics, researchers, policy-makers, school advisors or
Pb: 978-0-415-57083-1: $30.95 teachers, this book will provide expert guidance not only
for graduate students, university libraries and individual
For more information, visit:
www.routledge.com/9780415570831
academics, but also school management teams, school
support agencies and officials in educational policy.

August 2011: 234 x 156: 224pp

Hb: 978-0-415-54873-1: $120.00
Pb: 978-0-415-54874-8: $36.95
For more information, visit:
www.routledge.com/9780415548748

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 sc h o ol lead e r s h i p 3

NEW IN 2011 NEW IN 2011

Applied Critical Leadership 2nd Edition
in Education Profound Improvement
Choosing Change Building Learning-Community Capacity
Lorri J. Santamaría and Andrés P. Santamaría,
through Living Systems Principles
both at California State University, San Marcos, USA Coral Mitchell, Brock University, Canada and
Educational researchers, leaders, and practitioners are Larry Sackney, University of Saskatchewan, Canada
seeing the increasing need for practical transformative Series: Contexts of Learning
models and theories to address academic, cultural, and
This revised and updated edition of Profound Improvement
socio-economic gaps separating learners at all levels of the
not only brings this important work up-to-date but also
educational system. Applied Critical Leadership in Education
shows how the authors thinking has changed and
proposes a shift in leadership and a need to transform
developed since the book was originally written. The book
status quo educational practices. This book explores a
discusses the idea of the learning community as a vehicle
leadership model arising from critical theory and critical
for professional learning and school development.
pedagogy traditions, and provides examples of applied
critical leadership, ultimately expanding ways to think As the authors show, the learning community develops in
about current leadership models. response to building capacity in three domains: personal,
interpersonal and organizational. In the personal domain,
The authors examine qualitative case studies featuring
educators deconstruct and reconstruct their professional
critical leaders in early childhood education, elementary
narratives to enhance student learning and professional
school, middle school, high school, district level, and
practice. In the interpersonal domain, educators generate
higher education, and follow with analysis, discussion, and
norms and values that foster experimentation and critical
application questions for readers to address. The cases are
analysis of educational practice and that promote collective
followed by critical questions for readers, suggestions for
and individual learning. In the organizational domain, visible
readers to begin conversations around issues of social justice
and invisible structures are constructed that enable community
and equity, and brief profiles of other critical leaders engaged
members to enact educational practices in support of
in leadership for change around the country. This timely
profound improvement in teaching and learning.
book explores an exciting new leadership model in a time
of urgency for critical leadership and sustainable change. The book focuses on the life of educators as it relates to
professional learning and growth. It is concerned with
June 2011: 229 x 152: 208pp human growth and development, human cognition and
Hb: 978-0-415-88104-3: $135.00 affect and human interactions and actions in the context of
Pb: 978-0-415-88109-8: $33.95 a school community. For the new edition the authors also:
eBook: 978-0-203-81868-8
• elaborate more fully the notion of learning communities
For more information, visit:
based on living systems and ecological perspectives
www.routledge.com/9780415881098
• develop their capacity building model.
They show that building a learning community is a dynamic
Connecting Leadership process that engages the individual, the group and the
organization in embedded interdependencies and mutual
and Learning influences. As the authors clearly demonstrate: education
Principles for Practice is a living system as opposed to a managed system.
Edited by John MacBeath, University of Cambridge, April 2011: 234 x 156: 192pp
UK and Neil Dempster, Griffith University, Australia Hb: 978-0-415-58923-9: $128.00
Pb: 978-0-415-58924-6: $38.95
2008: 234 x 156: 208pp For more information, visit:
Hb: 978-0-415-45292-2: $160.00 www.routledge.com/9780415589246
Pb: 978-0-415-45295-3: $45.95
eBook: 978-0-203-89464-4
For more information, visit:
www.routledge.com/9780415452953

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4 s choo l lea dership

NEW IN 2011
Leadership for Learning Series
Leadership in Education
Series Edited by Clive Dimmock, Concepts, Themes and Impact
Mark Brundrett and Les Bell Clive Dimmock, National Institute for Education,
Nanyang Technological University, Singapore
The study of educational leadership makes
Leadership in Education provides an authoritative, critical
little sense unless it is in relation to who and insightful review of leadership. The book is distinctive
the leaders are, how they are leading, what in that it:
is being led, and with what effect. Based on • develops a core perspective about leaders and leadership
the premise that learning is at the heart • provides a framework within which leadership can be
better understood
of leadership and that leaders themselves
• engages with some mainstream contemporary leadership
should be learners, the Leadership for themes affecting practitioners and academics
Learning series explores the connections • gauges the impact of leadership, particularly on
between educational leadership, policy, organisational and individual performance.
curriculum, human resources and Throughout the book the author adopts a clear and
accountability. Each book in the series coherent standpoint as to what the leadership role is
essentially about, and then applies this perspective to a
approaches its subject matter through number of key topical themes currently enjoying high
a three-fold structure of process, themes exposure in the field.
and impact. The author claims that leadership is fundamentally two
processes: first, it is designing, and goal setting for, the
future organisation; and second, it is concerned with hiring,
Leading Learning developing and motivating staff to achieve the design and
goals. These two processes are iterative, however, and not
Process, Themes and Issues in sequenced, contrary to conventional wisdom. The
International Contexts framework will include the notion that leadership involves a
complex set of values, knowledge, skills and attributes that
Tom O’Donoghue and Simon Clarke, both at take place at many levels in the organisation.
University of Western Australia, Australia
Reflecting on issues that are of international concern and
This book draws on the key and illustrates them with reference to research drawn from a
developing notion of ’distributed range of different countries and contexts, this book has
leadership’ and focuses on the been written for those taking higher degrees in school
relationship between leadership leadership and management: school leaders on NPQH
and learning in educational courses, as well as academics teaching and researching
settings. in the area of educational leadership.

December 2011: 234 x 156: 192pp

Hb: 978-0-415-40436-5: $120.00
Pb: 978-0-415-40437-2: $36.95
For more information, visit:
www.routledge.com/9780415404372

2009: 234 x 156: 206pp

Hb: 978-0-415-33612-3: $150.00
Pb: 978-0-415-33613-0: $45.95
eBook: 978-0-203-87696-1
For more information, visit:
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 sc h o ol lead e r s h i p 5

NEW Human Resource

Leadership for Quality and Management in Education
Accountability in Education Contexts, Themes and Impact
Mark Brundrett, Liverpool John Moores University, UK Justine Mercer, University of Warwick, UK,
and Christopher Rhodes, University of Birmingham, UK Bernard Barker, University of Leicester, UK
and Richard Bird, Legal Policy Consultant, UK
Leadership for Quality and
Accountability in Education The effects of globalization are
addresses the interconnected evident in education policy around
issues of quality and accountability the world. Governments from the
in the education system and United States to China are driving
provides a coherent framework their education systems to produce
within which these issues can be more skilled, more flexible, more
analysed. The authors outline the adaptable employees. The pressure
significance of promoting quality to perform is all-pervasive, meaning
in all educational establishments present-day leaders have to go
and go on to discuss why quality beyond the principles of humane
and accountability have become and equitable management
so essential to the framework of leadership in education, practice and look for a competitive
how quality and accountability have been utilised on a advantage through strategies that enhance motivation,
national and international scale and what the defining build capacity for organizational improvement, and
characteristics of these terms are. produce better value-added performance.
The book is divided into three sections which explore three Human Resource Management in Education debates the
linked key aspects: fundamental question of how far effective human resource
management policies can enable schools and colleges to
• part one focuses on the concept and nature of quality transcend the paradoxes of the global reform agenda. It
and accountability and the process of developing a analyses the relationship between leadership, the classroom
culture of quality and results, and uses case studies to explore the extent to
• part two addresses the issues of managing staff and which performance is enhanced by distributed leadership
resources, leadership for high-quality teaching and and constrained by social, political and economic contexts.
learning and relationships with stakeholders The book is divided into three parts:
• part three considers the impact and prospect of quality • examining the current context of human resource
and accountability, including internal evaluation and management, by critically analysing globalization, human
external inspection. capital theory, and worldwide trends in government
The book will appeal to educational leaders and managers, legislation, societal values, and teacher culture(s)
advisors and inspectors, and academic researchers. It will • exploring two pairs of contemporary themes in human
also be of particular relevance to masters and doctoral resource management, by comparing the roles of leaders
degree students specialising in school leadership and and followers, on the one hand, and contrasting learning
management. and greedy organizations, on the other
August 2010: 234 x 156: 160pp • looking at how the context and the themes impact on
Hb: 978-0-415-37873-4: $120.00 particular contemporary practices in human resource
Pb: 978-0-415-37874-1: $36.95 management, by analysing the selection and
eBook: 978-0-203-85293-4 development of professionals, the remodelling of school
For more information, visit: teams and the management of performance.
www.routledge.com/9780415378741
The authors carefully blend advocacy with evidence to
ensure relevance for both practitioner and academic
audiences across the globe. The book would be of particular
use to students on masters courses in educational leadership.

May 2010: 234 x 156: 208pp

Hb: 978-0-415-41280-3: $150.00
Pb: 978-0-415-41279-7: $45.95
eBook: 978-0-203-85081-7
For more information, visit:
www.routledge.com/9780415412797

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6 s choo l lea dership

NEW IN 2011 NEW IN 2011

Rethinking Schools Foucault and Educational
Improved Educational Outcomes for All? Leadership
Christopher Chapman, University of Manchester, UK Disciplining the Principal
Improving educational systems Richard Niesche, University of Queensland, Australia
around the world remains at the
core of governments’ agendas. School principals are increasingly working in an environment
Yet, despite vast investment of of work intensification, high stakes testing, accountability
resources and sustained periods of pressures and increased managerialism. Rather than
interventions, many systems have searching for the latest leadership fad or best practice model,
seen their rates of improvement this book suggests that in order to better understand these
plateau and in some systems the pressures, the work of educational leadership requires more
gap between different groups of sophisticated theorisation of these practices. In so doing, the
learners continues to widen. This book draws upon the work of Michel Foucault to provoke
is nowhere more apparent than in new thought into how the principalship is lived and
our socio-economically deprived ‘disciplined’ in ways that produce both contradictions and
areas of major urban conurbations. tensions for school principals. Amidst claims of a shortage
of applicants for principal positions in a number of Western
Systems must continue to evolve in order to meet the countries, what is required are more sophisticated and
needs of students and particularly those in the most nuanced tools with which to understand the pressures and
challenging circumstances. In this book, Chris Chapman constraints that face principals in their work on a daily basis.
reflects on a range of Emerging Structural Arrangements This book provides a powerful example of theory working
(ESAs) that have begun to appear across a number of through practice to move beyond traditional approaches to
systems. The features of ESAs include: school leadership. This book:
• increased involvement of the private sector and other • provides a well theorised analysis of leadership practices
interested parties (including charities and faith groups)
• acknowledges the messy reality of life for school principals
• radical redesign of buildings
• provides key insights to the ‘real’ work that principals
• the blurring and erosion of organisational boundaries undertake every day
• redefinition of ‘teachers’ and ‘teaching’ • examines the production of principals’ subjectivities in
• the involvement of an extended range of services education, foregrounding issues of gender and race
stakeholders within the schooling process. • includes the principals’ voices through rich interview data.
Drawing on contemporary evidence to consider the The book will therefore be of significant interest to those
potential of ESAs to promote improved outcomes for the working and researching in educational leadership. This
most disadvantaged students and reflects on the implications includes researchers in the field and academics who teach
for leadership, management and governance in such a into educational leadership and administration courses.
diverse and dynamic environment, Rethinking Schools The book will also be of interest to those working with
represents a unique addition to the literature presenting the ideas of Foucault in education.
new research in this emerging area of international
importance. It will be of interest to all those with an April 2011: 234 x 156: 192pp
interest in leadership, policy, school improvement and Hb: 978-0-415-57170-8: $120.00
educational change. For more information, visit:
www.routledge.com/9780415571708
September 2011: 234 x 156: 272pp
Hb: 978-0-415-55848-8: $120.00
Pb: 978-0-415-55849-5: $36.95
For more information, visit:
www.routledge.com/9780415558495

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 sc h o ol lead e r s h i p 7

NEW NEW
Using Effectiveness Data for Critical Curriculum Leadership
School Improvement A Framework for Progressive Education
Developing and Utilising Metrics Rose M. Ylimaki, University of Arizona, USA
Anthony Kelly and Christopher Downey, both at Although traditional curriculum
University of Southampton, UK and instructional leadership
frameworks have dominated
Data metrics in schools are educational administration
becoming increasingly complex training for almost thirty years,
and despite their best efforts, it has become increasingly clear
teachers and academics generally that even the most recent
find them something of a frameworks have failed today’s
‘black-box’. This book lifts the leaders who struggle with the
lid on that box, exploring the politics of curriculum decisions
provenance and problematization on a daily basis. Critical Curriculum
of existing techniques and Leadership is an examination of
developing new algorithms for curriculum leadership in the wake
measuring the more oblique of US testing mandates and school reforms, all of which
aspects of in-school performance. seem to support a particular set of conservative ideologies.
Using contextual value-added Drawing from her own longitudinal ethnographic study
measures in England as a foundation the book explores and from existing literature and research in the field, Ylimaki
the potential of performance and progress data to guide explores the formation of curriculum leadership in relation
student and teacher self-evaluation, to set targets and to broader cultural and political shifts. She shows how
allocate resources, to evaluate initiatives and identify good traditional leadership frameworks have come up short,
practice, to assess and reward staff responsibility, and to and makes the case for an alternative leadership theory
inform policy in relation to emerging issues like school at the intersection of educational leadership and curriculum
choice, equality of opportunity and post-compulsory studies. She provides analytical tools that inspire progressive
progression. Chapters are sectioned in three parts – education and offers critical theories, strategies, research
‘Past’, ‘Present’ and ‘Future’ – and cover: examples, problem-posing cases, and research ideas essential
• research and policy on pupil attainment and value-added for curriculum leadership in the present conservative era.
data Critical Curriculum Leadership will appeal to the many
• issues relating to differential effectiveness and the educational leadership scholars and practitioners who are
interpretation of data interested in developing effective and socially just curricula
in their schools and districts as well as curriculum scholars
• how best to blend data from different sources who are interested in leadership issues.
• new non-cognitive metrics for assessing social and
emotional aspects of learning (SEAL) and staff responsibility November 2010: 229 x 152: 232pp
Hb: 978-0-415-87621-6: $130.00
• managing data for school improvement and Pb: 978-0-415-87622-3: $39.95
understanding professional attitudes to it. eBook: 978-0-203-83505-0
Using Effectiveness Data for School Improvement brings For more information, visit:
together for the first time in one place the various metrics www.routledge.com/9780415876223
and models, and their basis in research. A full technical
specification is included so that both ‘data experts’ and
‘data novices’, academics and practitioners, can use the
School Leadership &
related
journal

book to understand and maximize what is potentially a

hugely transforming, but under-utilized, resource and an
increasingly important aspect to school and curriculum Management (CSLM)
management.
www.tandf.co.uk/journals/slandm
December 2010: 234 x 156: 240pp
Hb: 978-0-415-56277-5: $125.00
Pb: 978-0-415-56278-2: $36.95
eBook: 978-0-203-83436-7
For more information, visit:
www.routledge.com/9780415562782

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8 s choo l lea dership

NEW NEW
Schooling Internationally Towards Educational Change
Globalisation, Internationalisation and the The Transformation of Educational Systems
Future for International Schools in Post-Communist Countries
Edited by Richard Bates, Deakin University, Australia Edited by David Greger and Eliška Walterová, both
This book sets out to provide at Charles University in Prague, Czech Republic
a critical perspective on current Series: Routledge Research in Education
issues facing ‘international
This book critically analyses the transformation of
schooling’, particularly the conflict
educational systems following the breakdown of the
between ‘internationalising’ and
Communist regime in the countries of the Visegrád group
‘globalising’ tendencies and to
(Czech Republic, Hungary, Poland, Slovakia) from 1989
explore these as they affect
until the present. The authors examine what changes have
teaching and learning, curriculum,
occurred, why the current shape of educational system is as
pedagogy and assessment as well
it is today, as well as why in some areas certain changes did
as to explore the contribution
not appear. While all four countries instituted large-scale
international schools might make
societal and educational changes in 1989 and in similar
to the achievement of global
positions at the time, there have been various similarities
citizenship. It is the first book to
and differences across their developments in curriculum,
critically analyse the ambiguities, tensions and conflicts
evaluation, teachers, educational management and
that face those involved with and researching, international
administration, and school autonomy. The authors not
schools and their role in global networking. Issues
only analyze each country individually but also offer a
addressed include:
through comparative analysis across all four countries.
• the political economy of international schools This book will be a necessary addition to scholars and
• their relations to global and local cultures, global markets students in International Education and Educational
and civil society Change as well as those studying Post-Soviet societies.
• the role of international schools in global networking October 2010: 229 x 152: 272pp
• the micropolitics of such schools Hb: 978-0-415-88490-7: $95.00
• the growth complexity and challenges facing the For more information, visit:
International Baccalaureate www.routledge.com/9780415884907

• the future demands for and of teachers in international

schools
Activist Educators
• the nature of teaching and learning in international
schools Breaking Past Limits
• the problematic idea of an international curriculum Edited by Catherine Marshall and Amy L. Anderson,
(Jim Cambridge) both at University of North Carolina, Chapel Hill, USA
• issues facing international assessment
2008: 229 x 152: 232pp
• the challenge of education for global citizenship. Hb: 978-0-415-95666-6: $145.00
Pb: 978-0-415-95667-3: $37.95
This provocative book will be essential reading for those
teaching in, leading and governing international schools For more information, visit:
in countries around the world, as well as those who are www.routledge.com/9780415956673
contemplating entering the rapidly expanding world of
international schooling.

November 2010: 234 x 156: 224pp

Hb: 978-0-415-58927-7: $128.00
Pb: 978-0-415-58928-4: $39.95
eBook: 978-0-203-83480-0
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 sc h o ol lead e r s h i p 9

NEW 3rd Edition

Refocusing School Leadership Ethical Leadership and
Foregrounding Human Development Decision Making in Education
throughout the Work of the School Applying Theoretical Perspectives to Complex
Robert J. Starratt, Boston College, USA Dilemmas
Refocusing School Leadership Joan Poliner Shapiro, Temple University, USA and
departs from the more traditional Jacqueline A. Stefkovich, Pennsylvania State
conceptualization of leadership, University, USA
looking behind the daily routines
The third edition of the bestselling
of human resource leaders to
text, Ethical Leadership and Decision
highlight the assumptions and
Making in Education, continues
values and beliefs they bring to
to address the increasing interest
their work as well as the values
in ethics and assists educational
and meanings embedded in the
leaders with the complex dilemmas
various contexts of school life.
in today’s challenging and diverse
Starratt explores how educational
society. Through discussion and
leadership is grounded in one’s
analysis of real-life moral dilemmas
own humanity as well as in a
that educational leaders face in
deep appreciation of the richness, complexity, and enormous
their schools and communities,
potential of people, and he attempts to restore the centrality
authors Shapiro and Stefkovich
of human development in the work of educating the young
demonstrate the application of
– education is not simply about educating minds, but about
their four ethical paradigms – the ethics of justice, care,
developing whole persons. Starratt argues for a refocusing
critique, and profession. After an illustration of how the
of educational leadership on affirming and enabling those
Multiple Ethical Paradigm approach may be applied to
talents, dispositions, interests, life experiences, and cultural
real dilemmas, the authors present a series of cases written
proficiencies that comprise their humanity to enrich the
by students and academics in the field representing the
work of learning.
dilemmas faced by practicing educational leaders in urban,
The vision of the school should speak of the extraordinary suburban, and rural settings in an era full of complexities
possibilities for human achievement in our young people, and contradictions. Following each case are questions that
as well as the talents of their teachers to nurture those call for thoughtful, complex thinking and help readers
possibilities. Starratt’s focus on leadership as human resource come to grips with their own ethical codes and apply
development will energize the efforts of faculty, staff, and them to practical situations.
students to improve the quality of learning – the primary
New in the third edition:
work of schools. This book is a valuable resource to prepare
aspiring leaders, whether administrators or teachers, to • an entire new chapter on privacy versus safety, including
deal with the way schools are currently run and to imagine ethical issues such as strip searches, gang membership,
and create better ways to promote quality learning for all. cyber-bullying, and sexting
• new cases infused into chapters on early childhood
August 2010: 229 x 152: 168pp education, diverse student populations, and technology
Hb: 978-0-415-88329-0: $130.00
Pb: 978-0-415-88330-6: $33.95 • updates throughout to reflect contemporary issues and
eBook: 978-0-203-84390-1 recent scholarship in the field of ethical leadership.
For more information, visit: Including teaching notes for the instructor stressing the
www.routledge.com/9780415883306 importance of self-reflection, this text is easily adaptable for
a variety of uses with a wide range of audiences. Ethical
Leadership and Decision Making in Education is a valuable
International Journal of
related
journal

book for both aspiring and practicing administrators,

teacher leaders, and educational policy-makers.
Leadership in Education
June 2010: 229 x 152: 248pp
(TEDL) Hb: 978-0-415-87460-1: $140.00
Pb: 978-0-415-87459-5: $32.95
www.tandf.co.uk/journals/ijlee eBook: 978-0-203-84959-0
For more information, visit:
www.routledge.com/9780415874595

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10 s choo l lea dership

The School Principal The Challenges of School

Visionary Leadership and Competent District Leadership
Management Daniel L. Duke, University of Virginia, USA
Theodore J. Kowalski, University of Dayton, USA Despite the rising interest in
Over the past two decades, school districts, there are relatively
efforts to improve schools few comprehensive resources
have significantly modified role available for graduate students in
expectations for principals. Today, educational leadership programs.
school-level administrators are The Challenges of School District
expected to be both visionary Leadership takes the position that
leaders and competent managers. the best way to prepare the next
Based on the conviction that generation of school district
administration is an amalgam of leaders is to make certain that
leadership and management, The they are prepared to address
School Principal emphasizes the the unending challenges that
need for practitioners to apply characterize public education
conceptual skills to make ’what to do’ decisions, to apply today. Drawing on the latest research as well as actual
technical skills to make ’how to do’ decisions, and to apply examples, the book spotlights ten of the perennial
relational skills to engage in democratic decision-making. challenges facing superintendents and school boards.
Among the challenges discussed in detail are balancing
Kowalski frames the book with a discussion of the nature
equity and excellence, accommodating demographic
of schools, the roles of principals, and their need to
change, coping with the increasing politicization of district
improve schools. The book then provides a balanced
leadership, deciding how to organize (or reorganize) a
treatment of leadership and management, covering issues
school system, and meeting the demands of educational
of personal behaviour, instructional leadership, relationship
accountability. This text is appropriate for graduate
building issues, finances, facilities, personnel management,
students in educational leadership, education policy, and
pupil services, and maintaining safe schools. The text closes
the politics of education as well as school district leaders.
with discussion of the vital aspects of practice for
contemporary principals, addressing problem-solving,
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to being a principal. Pb: 978-0-415-99623-5: $59.95
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• Vignettes introduce the subject matter in the context of For more information, visit:
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common challenges faced by practitioners.
• Knowledge-based questions and Skill-Based Activities
prompt readers to engage with and reflect on the chapter
content.
Leading School-based Networks
• The School Principal aligns with the Educational Mark Hadfield, University of Wolverhampton, UK and
Leadership Consortium Council (ELCC) Standards. Christopher Chapman, University of Manchester, UK
Treating principals as concurrently visionary leaders and Based around the lifecycle of
competent managers, this excellent text addresses the a school network, this book
needs of aspiring and practicing principals, providing takes the reader from the
the tools to build effective and efficient schools. initial inception of a network
to considering how to make
June 2010: 254 x 178: 272pp it sustainable and capable of
Hb: 978-0-415-80622-0: $135.00 meeting the future challenges
Pb: 978-0-415-80623-7: $59.95 faced by schools and their
eBook: 978-0-203-85739-7 communities.
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 sc h o ol lead e r s h i p 11

Leading School Transformation

Edited by Alma Harris, Claire Mathews and Sue Williamson
Written with educational professionals in mind, and drawing upon the latest international
research and evidence to offer new ways of thinking about leadership, books in the Leading
School Transformation series provide examples of leadership in practice; and identify
concrete ways of transforming leadership for schools and school systems in the future.
Published in association with the Specialist Schools and Academies Trust.

Leadership Mindsets Distributed School Leadership

Innovation and Learning in the Developing Tomorrow’s Leaders
Transformation of Schools Alma Harris, University of Warwick, UK
Linda Kaser and Judy Halbert, both at University
Foreword by Jim Spillane, Institute of Education,
of Victoria, Vancouver Island University, Canada
University of London, UK
This book outlines an alternative
This book is about developing
way of thinking about school
young leaders in schools. It
leadership. It examines research
argues that we need to generate
evidence that leaders will find
broad-based distributed leadership
most useful and suggests how
within, between and across
they might use this evidence to
schools to be certain of lasting
maximise their learning and the
change and improvement.
learning of their students.

2009: 216 x 138: 184pp

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Hb: 978-0-415-47693-5: $150.00
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www.routledge.com/9780415476942

Distributed Leadership Developing School Leaders

According to the Evidence An International Perspective
Edited by Kenneth Leithwood, Blair Mascall, both Edited by Mark Brundrett, Liverpool John Moores
at University of Toronto, Canada and Tiiu Strauss University, UK and Megan Crawford, Oxford Brookes
University, UK
2008: 229 x 152: 312pp
Hb: 978-0-8058-6422-9: $150.00 2008: 234 x 156: 208pp
Pb: 978-0-415-99217-6: $49.95 Hb: 978-0-415-43572-7: $180.00
eBook: 978-0-203-86853-9 eBook: 978-0-203-92882-0
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 Sch o ol Lea de r s h i p
12 s choo l lea dership
and E d u cat i o n Pol i cy

Advocacy Leadership NEW IN 2011

Toward a Post-Reform Agenda Changing Schools
in Education Alternative Approaches to Make a World of
Gary L. Anderson, New York University, USA Difference
Series: Critical Social Thought Edited by Robert Lingard, University of Queensland,
Advocacy Leadership lays out Australia, Pat Thomson, University of Nottingham, UK
a post-reform agenda that and Terry Wrigley, University of Edinburgh, UK
moves beyond the neo-liberal,
In an age of global mobility,
competition framework to define
economic polarization and
a new accountability, a new
unprecedented environmental and
pedagogy, and a new leadership
cultural challenges, the education
role definition in education.
of all children and young people
to higher levels has become a key
issue of international policy.
This book presents new thinking
and practice for progressing school
change today, drawn from the
2009: 229 x 152: 232pp works of authors around the
Hb: 978-0-415-99427-9: $130.00 world. Educational policy-making
Pb: 978-0-415-99428-6: $37.95 has been dominated by particular human capital oriented
eBook: 978-0-203-88061-6 theories of school improvement, formulated and implemented
For more information, visit: in neo-liberal political environments. This book seeks to
www.routledge.com/9780415994286 challenge this dominance. It draws both on contemporary
innovations in practice and theory and long standing traditions
of alternative thinking and practice. Linking together and
School Leadership – Heads on articulating other ways of conceiving of and implementing
school change, it bases its findings on values of equality
the Block? and global citizenship. It shows how schools can work to
Pat Thomson, University of Nottingham, UK make different knowledges, languages, narratives, truths
and ways of being integral to mainstream curriculum,
Most teachers become heads for
pedagogy, assessment and school cultures and structures.
idealistic reasons, but heads are
leaving work and there is a The book is directed at all who are concerned with
shortage of applicants for school progressive school change and the promotion of
leadership roles. Arguing that democratic citizenship and social justice. This will include
pressure needs to be lifted from education students, those currently studying for school
heads if this is to be redressed, this leadership positions, heads, teachers and policy-makers.
book considers initial moves that
could precipitate such change. June 2011: 234 x 156: 256pp
Hb: 978-0-415-55859-4: $120.00
Pb: 978-0-415-55860-0: $36.95
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2009: 234 x 156: 192pp

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 Schoo l L eadership and E d u cat i o n Po l i cy 13

NEW IN 2011 NEW IN 2011

Urban Education Strategic Management of
A Model for Leadership and Policy Human Capital in Education
Edited by Karen Gallagher, Estela Bensimon, Improving Instructional Practice and Student
Dominic Brewer and Rodney Goodyear, all at Learning in Schools
University of Southern California, USA
Allan R. Odden, University of Wisconsin, USA
Many factors complicate the education of urban students.
Among them have been issues related to population Strategic Management of Human
density; racial, ethnic, cultural, and linguistic diversity; Capital in Education offers a
poverty; racism (individual and institutional); and funding comprehensive and strategic
levels. Although urban educators have been addressing approach to address what has
these issues for decades, placing them under the umbrella become labelled as ’talent and
of ’urban education’ and treating them as a specific area human capital’. Grounded in
of practice and inquiry is relatively recent. Despite the wide extensive research and examples
adoption of the term a consensus about its meaning exists of leading edge districts, this book
at only the broadest of levels. In short, urban education shows how the entire human
remains an ill-defined concept. resource system in schools can be
reformed and restructured to boost
This comprehensive volume addresses this definitional
teacher and principal effectiveness
challenge and provides a three-part conceptual model
in ways that dramatically improve instructional practice and
in which the achievement of equity for all – regardless
student learning. Strategic Management of Human Capital
of race, gender, or ethnicity – is an ideal that is central to
in Education guides educators towards putting more
urban education. The model also posits that effective urban
effective teachers, teacher leaders, and principals in the
education requires attention to the three central issues that
country’s schools – especially in poverty-impacted urban and
confronts all education systems a) accountability of individuals
rural communities – equipping those teacher and principals
and the institutions in which they work, b) leadership,
with instructional and leadership expertise, and rewarding
which occurs in multiple ways and at multiple levels, and
and retaining those who are successful in attaining these
c) learning, which is the raison dêtre of education. Just as
objectives. Drawing from cases, experiences, and
a three-legged stool would fall if any one leg were weak
deliberations from a national task force, this book outlines
or missing, each of these areas is essential to effective
a comprehensive framework for how to transform current
urban education and affects the others.
human resource management practices into authentic,
strategic talent management systems in order to improve
May 2011: 254 x 178: 400pp
Hb: 978-0-415-87240-9: $225.00 student achievement.
Pb: 978-0-415-87241-6: $99.95
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Hb: 978-0-415-88665-9: $140.00
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www.routledge.com/9780415872416 eBook: 978-0-203-83569-2
For more information, visit:
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Radical Reforms
Perspectives on an Era of Educational Change
Edited by Christopher Chapman and Helen Gunter,
Improving Schools and
both at University of Manchester, UK Educational Systems
2008: 234 x 156: 272pp
International Perspectives
Hb: 978-0-415-46401-7: $150.00 Edited by Alma Harris, Institute of Education,
Pb: 978-0-415-46402-4: $42.95
University of London, UK and Janet Hageman
eBook: 978-0-203-88411-9
Chrispeels, University of California, San Diego, USA
For more information, visit:
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2008: 234 x 156: 336pp

Pb: 978-0-415-47931-8: $45.95
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14 Schoo l Lea d ership and Educat i o n Po li cy

NEW NEW
3rd Edition Reinventing Schools,
Chicano School Failure Reforming Teaching
and Success From Political Visions to Classroom Reality
Past, Present, and Future John Bangs, National Union of Teachers, UK,
Edited by Richard R. Valencia, The University of Texas, John MacBeath and Maurice Galton, both at
Austin, USA University of Cambridge, UK
The third edition of the bestselling ’A ripping good read
collection, Chicano School Failure benefitting as it does from
and Success presents a complete extensive research amongst
and comprehensive review of the the main actors responsible
multiple and complex issues for shaping the educational
affecting Chicano students today. landscape over the last twenty
Richly informative and accessibly years. The authors have
written, this edition includes constructed a compelling
completely revised and updated narrative detailing with the
chapters that incorporate recent tortuous and sometimes
scholarship and research on the convoluted route pursued by
current realities of the Chicano education policy-makers and
school experience. It features four entirely new chapters civil servants over the last two
on important topics such as la Chicana, two way dual decades. The book provides both original insights
language education, higher education, and gifted Chicano and intelligent commentary.’ – Sir William Atkinson,
students. Contributors to this edition include experts in Headteacher Phoenix High School, Hammersmith and Fulham
fields ranging from higher education, bilingual education, Reinventing Schools, Reforming Teaching considers the
special education, gifted education, educational psychology, impact of educational policies on those who have to
and anthropology. In order to capture the broad nature of translate political priorities into the day to day work of
Chicano school failure and success, contributors provide schools and classrooms. The authors argue that an
an in-depth look at topics as diverse as Chicano student evidence-informed view of policy-making has yet to be
dropout rates, the relationship between Chicano families realised, graphically illustrating how many recent political
and schools, and the impact of standards-based school decisions in education can be explained by the personal
reform and deficit thinking on Chicano student achievement. experiences, predilections and short-term needs of key
Committed to understanding the plight and improvement decision-makers.
of schooling for Chicanos, this timely new edition addresses Based on interviews with Ministers past and present,
all the latest issues in Chicano education and will be a journalists, union officials, members of lobby groups and
valued resource for students, educators, researchers, fish tanks, which explore the dynamics behind the creation
policy-makers, and community activists alike. of education policies, the book covers:
December 2010: 254 x 178: 320pp • policy-makers’ attitudes to schools, the staff who work
Hb: 978-0-415-88060-2: $140.00 in them and the communities they serve
Pb: 978-0-415-88061-9: $51.95 • the drivers of politicians’ reform agendas and the
eBook: 978-0-203-83598-2
constraints on radical reform
For more information, visit:
www.routledge.com/9780415880619 • the shaping and reshaping of curriculum and assessment
• the search for a more effective marriage between
inspection and school self evaluation
Journal of Education
related
journal

• the relationship of academic research to policy-making

Policy (TEDP) • how a vision for teaching and teachers might be
constructed for the twenty-first century.
Included in the Social Sciences
Index September 2010: 234 x 156: 224pp
Hb: 978-0-415-56133-4: $120.00
www.tandf.co.uk/journals/jep Pb: 978-0-415-56134-1: $39.95
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 Schoo l L eadership and E d u cat i o n Po l i cy 15

Leadership, Accountability, Handbook of Research on the

and Culture Education of School Leaders
Giovanna Barzanò, Ministry of Education, Italy Edited by Michelle D. Young, University of Texas at
Series: Routledge Research in Education Austin, USA, Gary M. Crow, Indiana University, USA,
Joseph Murphy, Vanderbilt University, USA and
Accountability, as a set of formal and informal practices
Rodney T. Ogawa, University of California – Santa
making schools answerable to various constituencies and
Cruz, USA
stakeholders, is a crucial issue for principals all over the
world. It is the object of an intensive debate both in the Sponsored by the University Council of Educational
contexts where it has a stronger tradition, as well as in Administration
the ones where it is progressively gaining more space. This Handbook documents the existing knowledge base in
This book examines the cultural aspects that inform the the field of leadership preparation and identifies gaps and
conceptualisations and the perceptions of educational new directions for research.
accountability in different societal contexts and the
influences they have on the role of school leaders. On the 2009: 254 x 178: 584pp
basis of a comparison of the data collected through the Hb: 978-0-8058-6157-0: $295.00
analysis of policy documents and in-depth interviews with Pb: 978-0-8058-6158-7: $114.95
key informants in four different educational systems eBook: 978-0-203-87886-6
throughout the world, Barzanò presents a picture of the For more information, visit:
ways accountability mechanisms vary and are made sense www.routledge.com/9780805861587
of in the frameworks of different cultural and societal
traditions, both at the levels of policy and practice.
Handbook of Research
July 2010: 229 x 152: 224pp
Hb: 978-0-415-87610-0: $95.00 on School Choice
For more information, visit: Edited by Mark Berends, Matthew G. Springer,
www.routledge.com/9780415876100
Dale Ballou, both at Vanderbilt University, USA and
Herbert J. Walberg, University of Illinois – Chicago, USA
Failure-Free Education? This Handbook makes available the most rigorous and
policy-relevant research on K-12 school choice.
The Past, Present and Future of School
Effectiveness and School Improvement 2009: 254 x 178: 648pp
Hb: 978-0-8058-6223-2: $295.00
David Reynolds, University of Plymouth, UK Pb: 978-0-8058-6224-9: $114.95
eBook: 978-0-203-88178-1
Series: Contexts of Learning
For more information, visit:
David Reynolds is recognised internationally as one of the www.routledge.com/9780805862249
leaders of the school effectiveness and school improvement
movement, and Failure-Free Education? brings together for
the first time many of his most influential and provocative
pieces. Drawing on the author’s work from over three
International Handbook on the
decades, these extracts from his seminal books, chapters, Preparation and Development
papers and articles combine to give a unique overview of
how the movement developed, the problems involved in of School Leaders
the application of the knowledge and the disciplines’ Edited by Jacky Lumby, University of Southampton,
potentially glittering future now. UK, Gary M. Crow, Indiana University, USA and
The book also covers the issues raised by, and lessons Petros Pashiardis, Open University of Cyprus
learned from, his close involvement with English government
educational policy-making from the mid 1990s to date. 2008: 254 x 178: 522pp
Hb: 978-0-415-98847-6: $210.00
February 2010: 234 x 156: 256pp Pb: 978-0-8058-6387-1: $104.95
Hb: 978-0-415-36783-7: $130.00 For more information, visit:
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 Schoo l Lea d ership Educational Management
16
a nd Education Policy and Administration

A Good School for NEW IN 2011

Every Child Beyond the School Gates
How to Improve our Schools Can Full Service and Extended Schools
Cyril Taylor Overcome Disadvantage?
This book offers an insider’s look Colleen Cummings, University of Newcastle, UK,
at some of the key challenges in Alan Dyson, University of Manchester, UK and
education, and is an invaluable Liz Todd, University of Newcastle, UK
guide for parents and teachers
interested in how our schools Around the world, schools
work today. are being asked to offer new
services to students, families and
communities in order to overcome
the effects of disadvantage.
Referred to as ‘extended’, ‘full
service’ or ‘community’ schools,
they extend their provision so that
they are open beyond the normal
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families and local communities.
eBook: 978-0-203-87848-4 This book, for the time ever,
For more information, visit: critically examines the role of full service and extended
www.routledge.com/9780415482530 schools. The authors draw on their extensive international
evaluations of this radical new phenomenon to ask:
• What do extended or full service schools hope to
The Dangerous Rise of achieve, and why should services based on schools be
any more effective than services operating from other
Therapeutic Education community bases?
Kathryn Ecclestone, University of Birmingham, UK • What pattern of services and activities is most effective?
and Dennis Hayes, University of Derby, UK
• What does extended schooling mean for children and
2008: 234 x 156: 200pp
families who are not highly disadvantaged, or for schools
Hb: 978-0-415-39700-1: $150.00 outside the most disadvantaged areas?
Pb: 978-0-415-39701-8: $35.95 • How can schools lead extended services at the same
For more information, visit: time as doing their ‘day job’ of teaching children?
www.routledge.com/9780415397018
• Why should schools be concerned with family and
community issues?

The Future of Educational • Beyond the advocacy of ‘extended provision’, what

real evidence is there that schools of this kind make a
Change difference, and how can school leaders evaluate the
impact of their work?
International Perspectives
This book will be of interest to anyone involved in
Edited by Ciaran Sugrue, University of Cambridge, UK extended and full service school provision, as a practitioner,
policy-maker, or researcher.
2008: 234 x 156: 256pp
Hb: 978-0-415-43107-1: $160.00 March 2011: 234 x 156: 176pp
Pb: 978-0-415-43108-8: $45.95 Hb: 978-0-415-54866-3: $120.00
eBook: 978-0-203-93142-4 Pb: 978-0-415-54875-5: $36.95
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 Education al M an ag ement a nd A dmi n i s t rat i o n 17

NEW Trust and Betrayal in Educational

2nd Edition Administration and Leadership
Bullying in North American Edited by Eugenie A. Samier, The British University in
Dubai, United Arab Emirates and Michèle Schmidt,
Schools Simon Fraser University, Canada
Edited by Dorothy L. Espelage, University of Illinois Series: Routledge Research in Education
at Urbana-Champaign, USA and Susan M. Swearer,
This collection explores critical and foundational theory
University of Nebraska at Lincoln, USA
for trust in educational administration and leadership
Bullying in North American Schools as it influences a broad range of topics, such as ethics,
is an exciting compilation of governance, diversity, policy, management, and power.
research on bullying in school- It demonstrates the relevance of this foundation to
aged youth by a representative practical issues and problems internationally, both within
group of researchers, including the organizational context and extra-organizationally.
developmental, social, counselling, Contributors from throughout the world focus on the
school, and clinical psychologists application of trust factors as they affect our understanding
across North America. of, and practice in, educational organizations. This volume
This new edition: will be of interest to students and faculty of educational
administration theory, the policy and politics of education,
• illustrates the complexity of
and educational leadership as well as practitioners and
bullying behaviours and offers
policy-makers.
suggestions for
• decision-making to intervene and work to reduce April 2010: 229 x 152: 246pp
bullying behaviours Hb: 978-0-415-87340-6: $95.00
eBook: 978-0-203-85241-5
• provides empirical guidance for school personnel
as they develop bullying For more information, visit:
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• prevention and intervention programs or evaluate
existing programs
• uses a social-ecological perspective in which bullying
is examined across
• multiple contexts including individual characteristics,
peer and family
• influences, and classroom dynamics
• includes basic research data from leaders in the field
of bullying and
• victimization in the United States and Canada
• teaches practical implications of various types of
programs and how to choose and implement one
that fits their school ecology.
This text will help your students understand how to
prevent bullying behaviour and how to select and manage
intervention efforts in schools and school districts.

October 2010: 254 x 178: 336pp

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18 E ducation al Ma nagement and A dm i n i s t rat i o n

Promoting Health and Handbook of Bullying in Schools

Well-being through Schools An International Perspective
Edited by Peter Aggleton, University of Sussex, UK, Edited by Shane R. Jimerson, University of California,
Catherine Dennison and Ian Warwick, Institute of Santa Barbara, USA, Susan M. Swearer, University of
Education, University of London, UK Nebraska, Lincoln, USA and Dorothy L. Espelage,
University of Illinois at Urbana-Champaign, USA
The contribution schools can make
to improving students’ health and The Handbook of Bullying in
well-being is increasingly recognised. Schools: An International
Schools that have embraced this Perspective is a comprehensive
role and adapted policies and analysis of the worldwide bullying
practices to create an environment phenomena. It is the first volume
in which young people feel safe to systematically review and
and happy have reported broad integrate what is known about
and significant gains. how cultural and regional issues
affect bullying behaviour and its
Through expert contributions from
prevention.
active researchers and experienced
practitioners, Promoting Health
and Well-being through Schools combines recent research
with knowledge of the current climate in which schools 2009: 254 x 178: 624pp
are operating. Offering authoritative advice on effective Hb: 978-0-8058-6392-5: $295.00
intervention, this book provides an overview of the key Pb: 978-0-8058-6393-2: $114.95
eBook: 978-0-203-86496-8
issues that need to be addressed, including:
For more information, visit:
• alcohol use www.routledge.com/9780805863932
• sexual health
• drug use
• obesity
Handbook of School-Family
• mental health. Partnerships
This accessible text is innovative in its focus on how schools Edited by Sandra L. Christenson, University of
can build partnerships with young people, parents, and Minnesota, USA and Amy L. Reschly, University of
health professionals to promote their commitment to Georgia, USA
health and well-being. It highlights successful approaches Family and community involvement
for promoting health and educational goals, and provides are increasingly touted as a means
useful advice on planning and evaluation. of improving both student and
Promoting Health and Well-being through Schools is school-level achievement. This
invaluable reading for professionals working in and with has led to an increase in policies,
schools to implement healthy schools programmes and initiatives and goals designed to
to bring about improvement in health and well-being, address family involvement in
including teachers, nurses, and health and education schools. Once recognized and
managers. It is also of interest to students, researchers implemented, such family-school
and policy-makers. partnerships can lead to the
following benefits: enhanced
January 2010: 234 x 156: 192pp communication and coordination
Hb: 978-0-415-49341-3: $125.00 between parents and educators; continuity in developmental
Pb: 978-0-415-49342-0: $42.95 goals and approaches across family and school contexts;
eBook: 978-0-203-86009-0 shared ownership and commitment to educational goals;
For more information, visit: increased understanding of the complexities of children’s
www.routledge.com/9780415493420 situations; and the pooling of family and school resources
to find and implement quality solutions to shared goals.

2009: 246 x 174: 544pp

Hb: 978-0-415-96375-6: $195.00
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eBook: 978-0-203-87604-6
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 E d u cat i o n Law
19
an d F i n a n ce

Emotional Dimensions of 4th Edition

Educational Administration A Teacher’s Guide to
and Leadership Education Law
Edited by Eugenie A. Samier, The British University in Michael Imber, University of Kansas, USA and
Dubai, United Arab Emirates and Michèle Schmidt, Tyll van Geel, Emeritus Professor, University of
Simon Fraser University, Canada Rochester, USA
Exploring foundational theories for emotional dimensions This clearly written text, which is
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20 E ducation L aw and Fin anc e

4th Edition Industrial Relations in Education

Education Law Transforming the School Workforce
Michael Imber, University of Kansas, USA and Bob Carter and Howard Stevenson, both at
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22 i n de x

A E
Activist Educators............................................................................ 8 Ecclestone, Kathryn....................................................................... 16
Advocacy Leadership..................................................................... 12 Education Law.............................................................................. 20
Aggleton, Peter............................................................................. 18 Educational Administration and History......................................... 21
Anderson, Amy L............................................................................ 8 Educational Futures....................................................................... 21
Anderson, Gary L.......................................................................... 12 Emotional Dimensions of Educational
Applied Critical Leadership in Education.......................................... 3 Administration and Leadership...................................................... 19
Espelage, Dorothy L................................................................ 17, 18
B Ethical Leadership and Decision Making in Education...................... 9

Ballou, Dale.................................................................................. 15
Bangs, John.................................................................................. 14
F
Barker, Bernard............................................................................... 5 Failure-Free Education?........................................................... 15, 21
Barzanò, Giovanna........................................................................ 15 Fiske, Edward B............................................................................. 20
Bates, Richard................................................................................. 8 Fitzgerald, Tanya........................................................................... 21
Bensimon, Estela........................................................................... 13 Foucault and Educational Leadership............................................... 6
Berends, Mark.............................................................................. 15 Future of Educational Change, The............................................... 16
Beyond the School Gates.............................................................. 16
Bird, Richard................................................................................... 5
Brewer, Dominic............................................................................ 13
G
Brundrett, Mark........................................................................ 5, 11 Gallagher, Karen........................................................................... 13
Bullying in North American Schools............................................... 17 Galton, Maurice............................................................................ 14
Good School for Every Child, A..................................................... 16
C Goodyear, Rodney........................................................................ 13
Greger, David.................................................................................. 8
Carter, Bob................................................................................... 20 Gunter, Helen......................................................................... 13, 21
Challenges of School District Leadership, The................................ 10
Changing Role of Schools in Asian Societies, The.......................... 21
Changing Schools......................................................................... 12
H
Chapman, Christopher........................................................ 6, 10, 13 Hadfield, Mark.............................................................................. 10
Chicano School Failure and Success............................................... 14 Halbert, Judy................................................................................. 11
Chrispeels, Janet Hageman........................................................... 13 Handbook of Bullying in Schools................................................... 18
Christenson, Sandra L................................................................... 18 Handbook of Research in Education Finance Policy........................ 20
Clarke, Simon................................................................................. 4 Handbook of Research on School Choice...................................... 15
Connecting Leadership and Learning............................................... 3 Handbook of Research on the Education of School Leaders........... 15
Contexts of Learning (series)......................................... 3, 13, 15, 21 Handbook of School-Family Partnerships....................................... 18
Crawford, Megan......................................................................... 11 Harris, Alma............................................................................ 11, 13
Creative Teaching/Creative Schools (series)...................................... 2 Hayes, Dennis............................................................................... 16
Creemers, Bert P.M......................................................................... 2 Human Resource Management in Education................................... 5
Critical Curriculum Leadership......................................................... 7
Critical Social Thought (series)....................................................... 12
Crow, Gary M............................................................................... 15
I
Cummings, Colleen...................................................................... 16 Imber, Michael........................................................................ 19, 20
Cyber-Bullying............................................................................... 19 Improving Quality in Education....................................................... 2
Improving Schools and Educational Systems.................................. 13
D Industrial Relations in Education.................................................... 20
International Handbook on the Preparation and Development of
Dangerous Rise of Therapeutic Education, The.............................. 16 School Leaders.............................................................................. 15
Dempster, Neil................................................................................ 3
Dennison, Catherine..................................................................... 18
Developing School Leaders............................................................ 11
J
Dimmock, Clive............................................................................... 4 Jimerson, Shane R......................................................................... 18
Distributed Leadership According to the Evidence......................... 11
Distributed School Leadership....................................................... 11 K
Don’t Touch!................................................................................ 19
Downey, Christopher...................................................................... 7 Kaser, Linda.................................................................................. 11
Duke, Daniel L.............................................................................. 10 Kelly, Anthony................................................................................ 7
Dyson, Alan.................................................................................. 16 Kennedy, Kerry J........................................................................... 21

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 i n de x 23

Kowalski, Theodore J.................................................................... 10

Kyriakides, Leonidas........................................................................ 2
S
Sackney, Larry................................................................................. 3
L Samier, Eugenie A................................................................... 17, 19
Sanders, Ethel................................................................................. 2
Ladd, Helen F................................................................................ 20 Santamaría, Andrés P...................................................................... 3
Leadership for Learning Series (series)......................................... 4, 5 Santamaría, Lorri J.......................................................................... 3
Leadership for Quality and Accountability in Education................... 5
Schmidt, Michèle.................................................................... 17, 19
Leadership in Education.................................................................. 4
School Leadership - Heads on the Block?...................................... 12
Leadership Mindsets..................................................................... 11
School Principal, The..................................................................... 10
Leadership, Accountability, and Culture......................................... 15
Schooling Internationally................................................................. 8
Leading a Creative School............................................................... 2
Shapiro, Joan Poliner....................................................................... 9
Leading Learning............................................................................ 4
Shariff, Shaheen........................................................................... 19
Leading School Transformation (series).......................................... 11
Spillane, Jim.................................................................................. 11
Leading School-based Networks.................................................... 10
Springer, Matthew G.................................................................... 15
Lee, John Chi-Kin.......................................................................... 21
Starratt, Robert J............................................................................. 9
Leithwood, Kenneth..................................................................... 11
Stefkovich, Jacqueline A.................................................................. 9
Lingard, Robert............................................................................. 12
Stevenson, Howard....................................................................... 20
Lumby, Jacky................................................................................. 15
Strategic Management of Human Capital in Education.................. 13

M Strauss, Tiiu.................................................................................. 11
Stronach, Ian................................................................................ 19
MacBeath, John........................................................................ 3, 14 Sugrue, Ciaran........................................................................ 16, 21
Marshall, Catherine......................................................................... 8 Swearer, Susan M................................................................... 17, 18
Mascall, Blair................................................................................. 11
Mercer, Justine................................................................................ 5 T
Milojevic, Ivana............................................................................. 21
Mitchell, Coral................................................................................ 3 Taylor, Cyril................................................................................... 16
Murphy, Joseph............................................................................ 15 Teacher’s Guide to Education Law, A............................................. 19
Teaching/Learning Social Justice (series)........................................... 8

N Thomson, Pat................................................................................ 12
Todd, Liz....................................................................................... 16
Niesche, Richard............................................................................. 6 Towards Educational Change.......................................................... 8
Trust and Betrayal in Educational Administration and Leadership... 17
O
Odden, Allan R............................................................................. 13
U
O’Donoghue, Tom.......................................................................... 4 Urban Education........................................................................... 13
Ogawa, Rodney T.......................................................................... 15 Using Effectiveness Data for School Improvement........................... 7

P V
Pashiardis, Petros.......................................................................... 15 Valencia, Richard R........................................................................ 14
Passionate Principalship................................................................. 21 van Geel, Tyll........................................................................... 19, 20
Piper, Heather............................................................................... 19
Profound Improvement................................................................... 3
Promoting Health and Wellbeing through Schools........................ 18
W
Walberg, Herbert J........................................................................ 15
R Walterová, Eliška............................................................................. 8
Warwick, Ian................................................................................. 18
Radical Reforms............................................................................ 13 Wrigley, Terry................................................................................ 12
Refocusing School Leadership......................................................... 9
Reinventing Schools, Reforming Teaching..................................... 14
Reschly, Amy L.............................................................................. 18
Y
Rethinking Schools.......................................................................... 6 Ylimaki, Rose M.............................................................................. 7
Reynolds, David...................................................................... 15, 21 Young, Michelle D........................................................................ 15
Rhodes, Christopher....................................................................... 5
Routledge Research in Education (series)............................. 8, 15, 17
Routledge Studies in Employment and Work
Relations in Context (series)........................................................... 20

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Key Titles from
Routledge Education

3rd Edition
Reinventing Schools, Ethical Leadership and
Reforming Teaching Decision Making in Education
From Political Visions to Classroom Reality Applying Theoretical Perspectives
By John Bangs, John MacBeath, Maurice Galton
to Complex Dilemmas
This book considers the impact of educational policies on By Joan Poliner Shapiro, Jacqueline A. Stefkovich
those who have to translate political priorities into the The third edition of the bestselling text continues to
day-to-day work of schools and classrooms. address the increasing interest in ethics and assists
educational leaders with the complex dilemmas in today’s
September 2010: 234 x 156: 214pp challenging and diverse society.
Hb: 978-0-415-55133-4: $120.00
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Using Effectiveness Data
for School Improvement The School Principal
Developing and Utilising Metrics Visionary Leadership and
By Anthony Kelly, Christopher Downey Competent Management
This book explores the potential of performance and By Theodore J. Kowalski
progress data to guide student and teacher self-evaluation,
to set targets, allocate resources, evaluate initiatives, Treating principals as concurrently visionary leaders and
identify good practice, assess and reward staff responsibility, competent managers, this excellent text addresses the
and to inform policy in relation to emerging issues like needs of aspiring and practicing principals, providing the
school choice and equality of opportunity. tools to build effective and efficient schools.

December 2010: 234 x 156: 228pp June 2010: 246 x 174: 252pp
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