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This book documents and deconstructs the concept of educational leadership within various education settings originating from diverse global environments. It focuses on presenting different readings of educational leadership via distinct theoretical and methodological applications. It takes forward the idea of critical leadership studies and uses creative analytic practices to present layered readings of educational leadership. The book offers leadership studies dealing with various education settings across a wide spectrum with international perspectives. It provides examples of educational narratives through somewhat unconventional modes of representation. This book is beneficial to readers interested in the study of educational leadership and using qualitative methodologies in educational research.
El rol y función del supervisor; El autocontrol ó como controlarse a si mismo; Habilidades para dirigir a otrs personas; Herramientas de gestíón; El plan de acción delpersonal.
This volume is the fruit of a highly productive international research gathering academic and professional (field- and museum) colleagues to discuss new results and approaches, recent finds and alternative theoretical assessments of the period of transition and transformation of classical towns in Late Antiquity. Experts from an array of modern countries attended and presented to help compare and contrast critically archaeologies of diverse regions and to debate the qualities of the archaeology and the current modes of study. While a number of papers inevitably focused on evidence available for both Spain and Portugal, we were delighted to have a spread of contributions that extended the picture to other territories in the Late Roman West and Mediterranean. The emphasis was very much on the images presented by archaeology (rescue and research works, recent and past), but textual data were also brought into play by various contributors.
This book documents and deconstructs the concept of educational leadership within various education settings originating from diverse global environments. It focuses on presenting different readings of educational leadership via distinct theoretical and methodological applications. It takes forward the idea of critical leadership studies and uses creative analytic practices to present layered readings of educational leadership. The book offers leadership studies dealing with various education settings across a wide spectrum with international perspectives. It provides examples of educational narratives through somewhat unconventional modes of representation. This book is beneficial to readers interested in the study of educational leadership and using qualitative methodologies in educational research.
Acclaimed theorist and social scientist Donna Jeanne Haraway uses the work of pioneering developmental biologists Ross G. Harrison, Joseph Needham, and Paul Weiss as a springboard for a discussion about a shift in developmental biology from a vitalism-mechanism framework to organicism. The book deftly interweaves Thomas Kuhn's concept of paradigm change into this wide-ranging analysis, emphasizing the role of model, analogy, and metaphor in the paradigm and arguing that any truly useful theoretical system in biology must have a central metaphor.