Session Information
26 SES 12 A, Laying the Groundwork for a Comparative, International Dialogue on Curriculum Theories and Leadership Research
Symposium
Contribution
School leadership is confronted by ever changing and accelerated expectations to what schools should be able to achieve under their leadership. However, school leadership is an embedded activity, dependent upon the underlying structures and cultures of schooling. For instance, different traditions of defining what schooling is about play a significant role in defining the role of school leaders. Therefore, it could be worthwhile to compare different traditions and current practices of defining school leadership with the traditions of conceptualizing schooling, in which they have evolved. Taking the well known differences of the Didaktik and the Curriculum traditions as a starting point: Should one assume that these deeply rooted traditions have an impact on the "pathway" in which school leadership is transformed by new expectations concerning the outcome of schooling? This becomes a fascinating empirical question the moment both traditions meet, e.g. by implementing control patterns, which historically have been developed within the curriculum tradition, into a Didaktik setting. For example, how do school leaders respond to the challenge of being measured by new parameters? The paper will address conceptual issues as well as empirical findings illustrating this question based on a recent research project in Lower Austria.
Method
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.