The book aims to explore distributed leadership in developing curriculum innovations in schools with a target of bringing about theoretical underpinnings in the West with the empirical studies and practices in the East. It examines theoretically the roots of the curriculum leadership studies and practically with the empirical data and case studies in Hong Kong which has been considered a melting pot of the Western concepts and innovations in a land of Eastern cultures. The examination is framed within theoretical frameworks of activity theories, discourse analysis and social network systems. The findings will show the impact of the cultural traditions of Eastern countries in the mediation of the direction of the discourses in teacher meetings and the effectiveness of decision making in the processes of developing school based curriculum leadership. The book is theoretically exploratory with practically examined practices for educational leaders like schools headers and department leaders as well as teachers who aim at asserting greater influence in the educational decision making processes.
Topics discussed in the book include:
This book will appeal to researchers interested in Curriculum Studies, School leadership and comparative education. Those who studies the theory of education and Asian education will also find this book valuable.
Due to the historical review of the research on leadership studies, the focus on curriculum, the review of case studies, the presentation of new data and its international reference and reach, this is a powerful book. – William F. Pinar, University of British Columbia, Vancouver, Canada
Section One LEADERSHIP APPROACHES TO CURRICULUM DEVELOPMENT
Chapter 1. Introduction
Chapter 2. Models of distributed leadership: focus, development and future
Chapter 3. Initiating, designing and enacting curriculum innovations: procedures and processes
Section Two CASE STUDIES OF CURRICULUM LEADERSHIP DEVELOPMENT TEAMS
Chapter 4. Developing curriculum leadership in a primary school
Chapter 5. Impact of school-based curriculum innovations on teachers and students
Chapter 6. Effects of leadership styles on teacher participation distribution in the Mathematics curriculum development team: discourse and social network analyses
Chapter 7. Managing school-based curriculum innovations in a Chinese curriculum development team: discourse and social network analyses
Chapter 8. Curriculum leadership functions and patterns of leadership distribution
Section Three ACTIVITY THEORY AND CURRICULUM LEADERSHIP: AN ALTERNATIVE PERSPECTIVE
Chapter 9. Mediational functions of power and status on emergence of leadership properties
Chapter 10. Engaging teachers in reflective practice: tensions between ideological orientations and pragmatic considerations
Chapter 11. Conclusion
Biography of the author
The purpose of this series is to provide a comprehensive coverage of schooling issues in
Asia and a platform for exploring educational futures in the region. It also aims to:
• Locate schools in the broader social, political, economic and cultural contexts that
• Investigate the ways schools cater for all groups of students, and in particular
disadvantaged groups, in the quest for equality of opportunity.
• Investigate the distinctive qualities of schools in Asia and the relationship of these
qualities to schooling outcomes.
• Highlight comparative issues in schooling across East-West divides including cultures,
digital technologies, socioeconomic well being and development trajectories of different