Introduction to Special Issue International Perspectives on Team Leadership

Year 2018, Volume: 3 Issue: 2, 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

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