Introduction to Special Issue International Perspectives on Team Leadership

Year 2018, , 128 - 137, 15.12.2018

Lars G. Björk Tricia Browne-ferrigno

https://doi.org/10.30828/real/2018.2.1

Cited By: 3

Abstract

During the
last several decades, the rise of the global economy launched an array of
social, economic, and political changes in nations throughout the world. These
shifts contributed to heightened concern about the quality of schools and
resulted in what “arguably is the most intense, comprehensive, and sustained
effort to reform education in America’s history” (Björk, 2001, p. 19). As
policymakers and economists linked academic performance of students to their
nation’s long-term economic survival, the scope and duration of educational
reform around the globe expanded exponentially (Daun, 2002; Pang, 2013; Zhao,
2009). In retrospect, efforts to ensure national economic wellbeing have been
defined by educational policies focused on ensuring broad-based access to
schooling (Means, 2018), achieving academic excellence among students
(Hanushek, Jamison, Jamison, & Woessman, 2008), networking among schools
and students (Bathon, 2011; Glazer & Peurach, 2013), and reconceptualizing
schooling (Ball, 2009; Mullen, 2017; Osborne, 2017). In many instances, these
protracted efforts altered the conversation about education reform,
particularly with regard to reconfiguring how leaders work (Fusarelli,
Kowalski, & Petersen, 2011; Hairon, 2017; Nir, 2014). 

Keywords

Team, leadership

References

• Alsbury, T. (Ed.). (2008). The future of school board governance: Relevance and revelation. New York, NY: Roman & Littlefield Education. Ball, S. J. (2009). Privatising education, privatizing education policy, privatizing educational research: Network governance and the “competition state.” Journal of Education Policy, 24(1), 83-99. Bathon, J. (2011, October). Model legislation related to online learning opportunities in public elementary and secondary schools. Boulder, CO: National Education Policy Center. Björk, L. G. (2001). Preparing the next generation of superintendents: Integrating formal and experiential knowledge. In C. C. Burnner & L. G. Björk (Eds.), The new superintendency: Advances in research and theories of school management and educational policy (pp. 19-54). Greenwich, CT: JAI Press. Björk, L. G., & Browne-Ferrigno, T. (2012). Introduction to special issue: International perspectives on school-parent relations. Journal of School Public Relations, 33(1), 4-7. Björk, L. G., & Browne-Ferrigno, T. (2014). International perspectives on educational reform and superintendent leadership. Leadership and Policy in Schools, 13(4), 357-361. Björk, L. G., Kowalski, T. J., & Browne-Ferrigno, T. (2014). The school district superintendent in the United States of America. In A. E. Nir (Ed.), The educational superintendent: Between trust and regulation. An international perspective (pp. 17-38). Hauppauge, NY: Nova Science. Browne-Ferrigno, T. (2016). Identifying, developing, and empowering leaders for collective school leadership: Introduction to special issue. Journal of Research on Leadership Education, 11(2), 151-157. Burch, P. E. (2009). Hidden markets: The new education privatization. New York, NY: Routledge. Daun, H. (Ed.). (2002). Educational restructuring in the context of globalization and national policy. New York, NY: RoutledgeFalmer. Drysdale, L., Goode, H., & Gurr, D. (2009). An Australian model of successful school leadership: Moving from success to sustainability. Journal of Educational Administration, 47(6), 697–708. Fusarelli, L. D., Kowalski, T. J., & Petersen, G. J. (2011). Distributive leadership, civic engagement, and deliberative democracy as vehicles for school improvement. Leadership and Policy in Schools, 10(1), 43-62 Glazer, J. L., & Peurach, D. J. (2013). School improvement networks as a strategy for large-scale education reform: The role of educational environments. Educational Policy, 27(4), 676–710. Hairon, S. (2017). Teacher leadership in Singapore: The next wave of effective leadership. Research in Educational Administration & Leadership, 2(2), 170-194. Hanushek, E. A. Jamison, D. T., Jamison, E. A., & Woessnann, L. (2008). Education and economic growth: It’s not just going to school, but learning something while there. Education Next, 6(2), 62-70. Means, A. J. (2018). Platform learning and on-demand labor: Sociotechnical projections on the future of education and work. Learning, Media and Technology 43(3), 326-338. Mullen, C. (2017). Creativity and education in China: Paradox and possibilities for an era of accountability. New York, NY: Routledge. Nir, A. E. (Ed.). (2014). The educational superintendent: Between trust and regulation. An international perspective. Hauppauge, NY: Nova Science. Osborne, D. (2017). Reinventing America’s schools: Creating a 21st education system. New York, NY: Bloomsburg. Pang, N. S. (2013). Globalization in the one world: Impacts on education in different countries. In N. Popov, C. Wolhuter, P. A. Almeida, G. Hilton, J. Ogunleye, & O. Chigisheva (Eds.), Education in one world: Perspectives from different nations (pp. 17-27). Sofia, Bulgaria: Bulgarian Comparative Education Society. Potterton, A. U. (2018). Different choices: A public school community’s response to school choice reforms. The Qualitative Report, 23(8), 1908-1931. Sherif, V. (2018, March). Practices of youth leadership development in rural high school context: Findings from a qualitative secondary analysis. Journal of Ethical Educational Leadership (1), 276-294. Zhao, Y. (2009). Catching up or leading the way: American education in the age of globalization. Alexandria, VA: ASCD.