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Educational Management: Redefining Theory, Policy and Practice
Headteachers’ Knowledge, Practice and Mode of Cognition
edited_book
Author(s):
MICHAEL ERAUT
Publication date:
1999
Publisher:
SAGE Publications Ltd
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Indigenous Knowledge
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Book Chapter
Pages
: 115-127
DOI:
10.4135/9781446219676.n9
SO-VID:
854b5c05-1083-495e-ae73-00b1ad228a94
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Book chapters
pp. 1
Introduction: Setting the Scene
pp. 15
Modern Headship for the Rationally Managed School: Combining Cerebral and Insightful Approaches
pp. 29
Decentralisation and Deregulation in Europe: Towards a Conceptual Framework
pp. 43
Continuities and Changes in Primary Headship
pp. 59
Primary Schools and the Nature of the Education Market Place
pp. 77
Understanding Leadership: Developing Headteachers
pp. 90
Stages of Headship
pp. 102
Promoting Continuing Professional Development for Teachers: An Achievable Target for School Leaders?
pp. 115
Headteachers’ Knowledge, Practice and Mode of Cognition
pp. 129
Combining Cultural and Political Perspectives: The Best of both Conceptual Worlds?
pp. 142
Institutional Transformation and Educational Management
pp. 155
Gender and Education Management: Duel or Dialogue?
pp. 166
School Effectiveness and School Improvement: Critique of a Movement
pp. 178
Can Leadership Enhance School Effectiveness?
pp. 192
Educational Administration, Leadership and Management: Towards a Research Agenda
pp. 206
Overview of a Group of Research Projects with Relevance to School Management
pp. 218
Pedagogy, Educational Management and the TTA Research Agenda
pp. 229
Researching and Constructing Histories of the Field of Education Management
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