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ERIC Number: ED491368
Record Type: Non-Journal
Publication Date: 2005
Pages: 215
Abstractor: ERIC
ISBN: ISBN-1-4129-0252-5
Leading the Curriculum in the Primary School
Burton, Neil; Brundrett, Mark
Paul Chapman Publishing
The concept of "leadership" has overtaken previous linguistic formulations such as "administration" or "management" as the dominant description for all those functions that are involved in guiding and developing organizations towards the achievement of their organizational goals. This is not merely part of some general linguistic drift; it is a recognition that organizations and institutions, including schools, need to be constantly reinvigorated, monitored (in the broadest and best sense) and moved forward if they are to meet the needs of a rapidly changing world. The sheer pace of innovation in learning theory, in the use of ICT and above all in national policy on education has been so dramatic that it has, at times quite literally, taken the breath away from those engaged in learning and teaching in schools. It is partly because of the amplitude of this wave of multiple and multilayered innovations that some have argued for a new conception of leadership that moves away from traditional hierarchical models where power and responsibility are vested in one or two key people-namely, the headteacher and the deputy headteacher or, in larger schools, a slightly wider "senior management team." The central thesis of those who offer this new conception is that there is simply so much leadership and so many things to lead that all staff need to be involved as leaders. These new ideas come in various guises but one of the most popular and influential ways of expressing this trend is through the notion of "distributed leadership," where leadership functions are spread widely throughout the school. In many ways this is to be applauded as an approach since it has the advantages of not only involving staff in decision-making but also of offering a degree of democratization (or something akin to it) in the leadership and management of schools. There are, however, a number of challenges and dangers subsumed within these new ideas and these have special impact on primary school. This book is divided into 4 Sections. Section A, "An Overview of the Components," contains the first three chapters: (1) Introduction: in Search of Subject Leadership; (2) The Effective Classroom Practitioner; and (3) From Subject to Curriculum. Section B, "Establishing a Direction," contains the next four chapters: (4) Leadership, Management and the Middle Leader; (5) Middle Leaders Managing Change; (6) Monitoring and Evaluating Progress; and (7) Accountability and the Middle Leader. Section C, "Working with Resources," contains the next two chapters: (8) Identifying and Organizing Learning Resources; and (9) Budgeting for the Cost of Learning Resources. Section D, "Leading and Motivating Colleagues and Pupils," concludes with the final three chapters: (10) Human Resources: Leading and Managing to Improve Performance; (11) Curriculum Leadership; and (12) Classroom and School-Based Research for Evidence-Based Decision-Making. (Contains 12 figures and 12 tables.) [This was published by Paul Chapman Publishing.]
Paul Chapman Publishing, a SAGE Publications Company, Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243 (Toll Free); Tel: 805-499-9774; Fax: 800-583-2665 (Toll Free); e-mail:; Web site:
Publication Type: Books; Guides - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A