Preparing for principalship from the crucible of experience: Reflecting on theory, practice and research

Journal of Educational Administration and History

Volumn 42, Issue 1, 2010, Pages 1-16

  Clarke, Simon ^a   Wildy, Helen ^a  

^a UNIVERSITY OF WESTERN AUSTRALIA   (Australia)

Author keywords

Complexity; Organisational theory; Preparation; Principalship

Indexed keywords

EID: 78650349981     PISSN: 00220620     EISSN: 14787431     Source Type: Journal    
DOI: 10.1080/00220620903462116     Document Type: Article

References (75)

1. Simon Clarke, Helen Wildy, and Coral Pepper, Connecting Preparation with Reality: Primary Principals' Experiences of Their First Year Out in Western Australia', Leading & Managing 13, no. 1 (2007): 81-90
2. Helen Wildy, Simon Clarke, and Charles Slater, 'International Perspectives of Principal Preparation: How Does Australia Fare?', special issue, Leading & Managing 13, no. 2 (2007): 1-14.
3. Tony Bush, Leadership and Management Development in Education (London: Sage, 2008).
4. Brenda Beatty, 'Theories of Learning', in International Handbook on the Preparation and Development of School Leaders, ed. Jacky Lumby, Gary Crow, and Petros Pashiardis (New York: Routledge, 2008), 136.
5. Zhixin Su, David Gamage, and Elliot Mininberg, 'Professional Preparation and Development of School Leaders in Australia and the U.S.A.', International Education Journal 4, no. 1 (2003): 42-59.
6. Tony Bush, 'School Management Training Country Report: England, HEAD Country Report 2005', Studies in Education Management 14 (2005), http://www.bi.no.cemFiles/.
7. Judith Chapman, Recruitment, Retention and Development of School Principals (Belgium: International Academy of Education, 2005), http://unesdoc.unesco.org.
8. Bush, School Management Training'.
9. Wildy, Clarke, and Slater, International Perspectives', 1-14.
10. Helen Wildy and Simon Clarke, 'Principals on L-plates: Rear View Mirror Reflections', Journal of Educational Administration 46, no. 6 (2009): 727-38.
11. Thomas B. Greenfield, The Decline and Fall of Science in Educational Administration', in Culture and Power in Educational Organisations, ed. Adam Westoby (Milton Keynes, UK: Open University Press, 1988), 115-41.
12. Eric Hoyle, 'The Two Faces of Micropolitics', School Leadership & Management 19, no. 2 (1999): 214.
13. Gary L. Anderson, 'Toward a Critical Constructivist Approach to School Administration; Invisibility, Legitimation, and the Study of Non-events', Educational Administration Quarterly 26, no. 1 (1990): 38-59.
14. Willard Waller, The Sociology of Teaching (New York: John Wiley and Sons, 1932), 1.
15. James Ryan, Greenfield and the Postmodern: Order, Anarchy and Inquiry in Educational Administration', in Questioning Leadership. The Greenfield Legacy, ed. R.B. Macmillan (Winnipeg: The Althouse Press, 2003), 237-58.
16. Thomas B. Greenfield, Theory about Organization: A New Perspective and Its Implications for Schools', in Greenfield on Educational Administration, Towards a Humane Science, ed. Thomas Greenfield and Peter Ribbins (London: Routledge, 1974), 1-25.
17. Helen Gunter, Rethinking Education: The Consequences of Jurassic Management (London: Cassell, 1997).
18. Greenfield, Decline and Fall', 115-41.
19. Jo Murphy and Phillip Hallinger, New Directions in the Professional Development of School Administrators: A Synthesis and Suggestions for Improvement', in Approaches to Administrative Training in Education, ed. Jo Murphy and Phillip Hallinger (Albany: State University of New York Press, 1987), 245-73.
20. Richard Bates, 'Culture and Leadership in Educational Administration; A Historical Study of What Was and What Might Have Been', Journal of Educational Administration and History 38, no. 2 (2006): 155-68.
21. Joseph Blase, The Micropolitics of Educational Change', in International Handbook of Educational Change, ed. Andrew Hargreaves, Ann Lieberman, Michael Fullan, and David Hopkins (London: Kluwer, 1998), 544-57.
22. Iain Mangham, The Politics of Organisational Change (London: Associated Business Press, 1979).
23. Simon Pratt, 'Editorial: Enter Micropolitics', Educational Management and Administration 10, no. 2 (1982): 77-85.
24. Stephen J. Ball, The Micro-politics of the School (London: Methuen, 1987).
25. Stephen J. Ball, The Micro-politics of the School (London: Methuen, 1987)., 279.
26. Martin Burlingame, Review of the Micro-politics of the School: Towards a Theory of School Organisation', Journal of Curriculum Studies 20, no. 3 (1988): 281-9;
27. Richard G. Townshend, 'Toward a Broader Micropolitics of the School', Curriculum Inquiry 20, no. 2 (1990): 216-24.
28. Joseph Blase, The Micro Political Perspective', in The Politics of Life in Schools. Power, Conflict, and Cooperation, ed. Joseph Blase (Newbury Park, CA: Sage, 1991), 1-18.
29. Joseph Blase, The Micro Political Perspective', in The Politics of Life in Schools. Power, Conflict, and Cooperation, ed. Joseph Blase (Newbury Park, CA: Sage, 1991)., 1.
30. Mel West, 'Micropolitics, Leadership and All That. The Need to Increase the Micropolitical Awareness and Skills of School Leaders', School Leadership & Management 18, no. 2 (1999): 189-5.
31. Gunter, Rethinking Education; David Mansfield, Complexity Theory and Educational Leadership. The Place of the New Sciences in Shaping Thinking on How to Lead Schools Today', National College for School Leadership, http://www.ncsl.org.uk/mediastore/image2/randd-practitioner-award-mansfield.pdf (accessed August 5, 2008).
32. Keith Morrison, School Leadership and Complexity Theory (London: RoutledgeFalmer, 2002).
33. Morrison, School Leadership, 190.
34. Stephen Huber, Context of Research', in Preparing School Leaders for the 21st Century: An International Comparison of Development Programs in 15 Countries, ed. Stephan Huber (London: Falmer, 2004), 1-14.
35. Arthur E. Levine, Educating School Leaders, The Education Schools Project', The Education School Project, 12, http://www.edschools.org (accessed September 13, 2007).
36. James P. Spillane, Rich Halverson, and John B. Diamond, 'Investigating Schools Leadership Practice: A Distributed Perspective', Educational Researcher 30, no. 3 (2001): 23-8.
37. Beatty, Theories of Learning', 139.
38. Greenfield, Decline and Fall', 115-41.
39. Helen Gunter, 'Contracting Headteachers as Leaders: An Analysis of the NPQH', Cambridge Journal of Education 29, no. 2 (1999): 251-63.
40. Brian Caldwell, School Leadership Development: How the UK Experience Compares Across the World', http://www.educationaltransformations.com.au (accessed 2004).
41. Jo Murphy and Phillip Hallinger, New Directions in the Professional Development of School Administrators: A Synthesis and Suggestions for Improvement', in Approaches to Administrative Training in Education, ed. Jo Murphy and Phillip Hallinger (Albany: State University of New York Press, 1987), 245-73.
42. Jo Murphy and Phillip Hallinger, 245-73.
43. Bush, Leadership and Management Development.
44. Edith Rusch, Curriculum and Pedagogy', in International Handbook on the Preparation and Development of School Leaders, ed. Jacky Lumby, Gary Crow, and Petros Pashiardis (New York: Routledge, 2008), 203-31.
45. Michael Eraut, Developing Professional Knowledge and Competence (London: The Falmer Press, 1994).
46. Greenfield, Decline and Fall', 115-41.
47. Greenfield, 137.
48. Simon Clarke and Helen Wildy, Context Counts: Viewing Small School Leadership from the Inside Out', Journal of Educational Administration 42, no. 5 (2004): 555-72;
49. Clarke, Wildy, and Pepper, Connecting Preparation with Reality', 81-90
50. Helen Wildy and Simon R.P. Clarke, Leading the Small Rural School: The Case of the Novice Principal', Leading & Managing 11, no. 1 (2005): 43-56.
51. Peter Gronn and Peter Ribbins, 'Leaders in Context: Postpositivist Approaches to Understanding Educational Leadership', Educational Administration Quarterly 32, no. 3 (1996): 452-73.
52. Tondra L. Loder and James L. Spillane, 'Big Change Question: How Do Leaders' Own Lives and Their Educational Contexts, Influence Their Responses to the Dilemmas and Tensions They Face in Their Daily Work?', Journal of Educational Change 7 (2006): 92.
53. Carol Harris, The Naked Participant; Balancing Personal Perspectives with the Concept of "verstehen" in Interpretive Inquiry', in Questioning Leadership. The Greenfield Legacy, ed. Robert B. Macmillan (Winnipeg: The Althouse Press, 2003), 135.
54. Lynda Tredway, Fred Brill, and Janette Fernandez, Taking Off the Cape: The Stories of Novice Urban Leadership', Theory into Practice 46, no. 3 (2008): 212-21.
55. Greenfield, Decline and Fall', 115-41.
56. Clarke, Wildy, and Pepper, Connecting Preparation with Reality', 81-90.
57. Nell Noddings and Carol Witherell, Epilogue. Themes Remembered and Foreseen', in Stories Lives Tell. Narrative and Dialogue in Education, ed. Carol Witherell and Nell Noddings (New York: Teachers College Press, 1991), 279-80.
58. Terry Quong, Allan Walker, and Peter Bodycott, Exploring and Interpreting Leadership Stories', School Leadership & Management 19, no. 4 (1999): 441-53.
59. Ronald H. Heck and Philip Hallinger, 'The Study of Educational Leadership and Management: Where Does the Field Stand Today?', Educational Management & Leadership 33, no. 2 (2005): 229-44.
60. Arnold B. Danzig, 'Leadership Stories: What Novices Learn by Crafting the Stories of Experienced School Administrators', Journal of Educational Administration 35, no. 2 (1997): 122-37.
61. Ryan, Greenfield and the Postmodern', 237-58.
62. Tredway, Brill, and Fernandez, Taking Off the Cape', 212-21.
63. Wildy and Clarke, Principals on L-plates', 727-38.
64. National College for School Leadership, What We Know About School Leadership (NCSL, 2007), www.ncsl.org.uk (accessed January 25, 2008).
65. Paul Begley, The Nature and Specialized Purposes of Educational Leadership', in International Handbook on the Preparation and Development of School Leaders, ed. Jacky Lumby, Gary Crow, and Petros Pashiardis (New York: Routledge, 2008), 21-42.
66. Ryan, Greenfield and the Postmodern', 237-58.
67. Begley, Nature and Specialized Purposes', 21-42.
68. Murphy and Hallinger, New Directions', 250.
69. Patrick Duignan, Educational Leadership. Key Challenges and Ethical Tensions (Melbourne: Cambridge University Press, 2006).
70. Peter Simpson, Robert French, and Charles Harvey, 'Leadership and Negative Capability', Human Relations 55, no. 10 (2002): 1209-26.
71. Ryan, Greenfield and the Postmodern', 255.
72. Joseph Blase and Jo Blase, 'The Phenomenology of Principal Mistreatment: Teachers' Perspectives', Journal of Educational Administration 41, no. 4 (2003): 367-422.
73. Jane Lindle, 'What Can the Study of Micropolitics Contribute to the Practice of Leadership in Reforming Schools', School Leadership & Management 19, no. 2 (1999): 171-8.
74. Tony Bush and David Jackson, 'A Preparation for School Leadership: International Perspectives', Educational Management and Administration 30, no. 4 (2002): 417-29.
75. Thomas B. Greenfield, Re-forming and Re-valuing Educational Administration. Whence and When Comet the Phoenix?', in Greenfield on Educational Administration, Towards a Humane Science, ed. Thomas Greenfield and Peter Ribbins (London: Routledge, 1991), 195.