Table of Contents

List of figures
List of tables
Notes on contributors
Foreword (Viviane Robinson, The University of Aukland, New Zealand)
Acknowledgments
Publisher's note
List of abbreviations

Introduction (Toby Greany and Peter Earley, Institute of Education, University College London, UK)

Part I: System Reform and the Changing Educational Landscape
1. Evidence-Informed Policy and Practice (Kevan Collins and Robbie Coleman, Education Endowment Foundation, UK)
2. Schools as Organizations or Institutions: Defining Core Purposes (Ron Glatter, Open University, UK)
3. Regulation, Governance of Education and the Oversight of Autonomous Schools (Dan Gibton, Tel-Aviv University, Israel)
4: Accountability and Improvement in Self-improving School Systems (Peter Matthews and Melanie Ehren, Institute of Education, University College London, UK)
5. Collaboration, Partnerships and System Leadership across Schools (Toby Greany, Institute of Education, University College London, UK)
6. Leadership to Transform Outcomes in One Deprived Urban Area (Chris Brown, Chris Husbands and David Woods, Institute of Education, University College London, UK)

Part II: School Leadership in a Changing Landscape
7. What Makes an Effective School in the 21St Century? ( (David Woods, Institute of Education, University College London, UK, and Rachel Macfarlane, Ilford Ark Academy, UK)
8. Setting Direction: Vision, Values and Culture (Max Coates, Institute of Education, University College London, UK)
9. Conceptions of Leadership and Leading the Learning (Peter Earley, Institute of Education, University College London, UK)
10. Leading Curriculum InnovationI (Toby Greany and Joanne Waterhouse, Institute of Education, University College London, UK)
11. Leading Professional Learning and Development (Vivienne Porritt, Karen Spence Thomas and Carol Taylor, Institute of Education, University College London, UK)
12. Leading for Innovation and Evidence-informed Improvement (Chris Brown, Louise Stoll and David Godfrey, Institute of Education, University College London, UK)
13. Community Collaboration and Partnership in Volatile Times (Kathryn Riley, Institute of Education, University College London, UK)
14. Working with the Community Parents and Students (Trevor Male and Ioanna Palaiologou, Institute of Education, University College London, UK)
15. The Role of School Business Leaders (Elizabeth Wood, Institute of Education, University College London, UK)

Part III: New Challenges, Opportunities and Perspectives on Leadership
16. Leadership for Wellbeing (Domini Bingham and Sara Bubb, Institute of Education, University College London, UK)
17. Toxic Leadership, (Ian Craig, Institute of Education, University College London, UK)
18. Leadership, Technology and Learning (Mark Quinn, Chace Community School, Enfield, London, UK)
19. School Networks, Peer Accountability and the Brokerage of Knowledge and Expertise (George Berwick, Institute of Education, University College London, UK, and Challenge Partners, UK and Sue John, Lampton School, UK)
20: Diversity: New Leaders and New Leadership (Karen Edge, Institute of Education, University College London, UK, Sergio Galdames, Pontificia Universidad Catolica de Valparaiso, Chile and Juliet Horton, Institute of Education, University College London, UK)

Postscript: The Future of Leadership (Peter Earley and Toby Greany, Institute of Education, University College London, UK)

References
Index

Promotional Information

Critically considers education system reform and its relationship to school leadership and learning in the global context, including school autonomy and accountability in ‘self-improving systems’.

About the Author

Peter Earley is Professor of Education Leadership and Management at the London Centre for Leadership in Learning at UCL Institute of Education, University College London, UK.

Toby Greany is Professor of Education and Convenor in the Centre for Research into Educational Leadership and Management at the University of Nottingham, UK.

Reviews

Within this book there are real gems and some interesting accounts of professional learning, leadership and the challenges of being a GEN X leader ... It brings together many well-known authors, it covers a wide range of topics and it traverses a great deal of leadership territory.
*Journal of Research in International Education*

A considerable strength of the book is the range of ‘voices’ included in the thirty-two authors of the twenty short chapters: academics, teachers, leaders from a range of organisations, several of whom are ‘boundary-crossers’ between the worlds of research, policy and practice.
*Journal of Education Policy*

The wide international research experience of Earley and Greany, drawing on the sector-leading abilities of colleagues at the IOE, has brought together a series of chapters which will be of relevance to national and local policy makers, education leaders, researchers, academics, students and practitioners ... [A] very readable compendium of current thinking on the policy and practice of system reform.
*Wales Journal of Education*

Several authors have contributed their expertise on leadership, giving different perspectives on what leadership can look like, which makes this book incredibly strong. For academics and graduate students teaching and learning in leadership programs, this book is a gem!
*Laura Trujillo-Jenks, Associate Professor, Texas Woman’s University, USA*

Highly relevant for school leaders, evidence-based, and theoretically robust, this new book contextualises and synthesises international perspectives on the contemporary challenges of improving the learning opportunities and outcomes of young people.
*Helen Wildy, Professor and Dean of the Faculty of Education, University of Western Australia, Australia*

This volume provides an interesting and detailed selection of thoroughly researched and well written chapters that speak to a broad cross section of those interested in education. Students, academics, practitioners and leaders alike will find something of use and interest in these pages. Tackling some of the more difficult subject areas, this book does not shy away from critique and provides many interesting points for continued thought and consideration.
*Gary Husband, Lecturer in Education, University of Stirling, UK*