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Record W2907408451 · doi:10.14244/198271993071

Hacia un liderazgo sostenible, más profundo, más prolongado, más amplio (Towards sustainable, deeper, longer and broader leadership)

2019· article· en· W2907408451 on OpenAlexaboutno aff
Dean Fink

Bibliographic record

VenueRevista Eletrônica de Educação · 2019
Typearticle
Languageen
FieldSocial Sciences
TopicEducation and Teacher Training
Canadian institutionsnot available
Fundersnot available
KeywordsPolitical scienceHumanitiesPhilosophy

Abstract

fetched live from OpenAlex

The succession of the principals is always a risk for the sustainability of the improvement in the school. Hence the need posed by the author to look for sustainable models of leadership in the educational field that, extrapolating the concept of environmental sustainability, allow preserving learning and keeping moving forward. In this context, he recalls seven basic principles of sustainable leadership: depth, duration, breadth, justice, diversity, inventiveness, and conservation. He emphasizes that sustainable leadership and educational improvement preserve and develop deep learning for everything that spreads and lasts, and they do so not to harm, but to generate benefits for their environment.ResumoA sucessão dos diretores é sempre um risco para a sustentabilidade da qualidade da escola. Por isso a necessidade de o autor buscar modelos sustentáveis de liderança no campo educacional que, extrapolando o conceito de sustentabilidade do ambiente, permite manter o aprendido e seguir avançando. Nesse contexto, ele lembra sete princípios básicos da liderança sustentável: profundidade, duração, abrangência, justiça, diversidade, inventividade e conservação. Enfatiza que liderança sustentável e melhora educacional preservam e desenvolvem o aprendizado profundo para tudo o que se espalha e dura, e fazem isso não para prejudicar, mas gerar benefícios para o seu entorno.ResumenLa sucesión de los directivos es siempre un riesgo para la sostenibilidad de la mejora en la escuela. De ahí la necesidad planteada por el autor de buscar modelos sustentables de liderazgo en el ámbito educativo que, extrapolando el concepto de la sustentabilidad medioambiental, permitan preservar y seguir avanzando. En ese contexto, recuerda siete principios básicos del liderazgo sostenible: profundidad, duración, amplitud, justicia, diversidad, inventiva, y conservación. Subraya que el liderazgo y la mejora educacional sostenibles preservan y desarrollan aprendizajes profundos para todo aquello que se propaga y perdura, y lo hacen procurando no dañar, sino generar beneficios para su entorno.Keywords: Succession of principals, Leadership models, Sustainable leadership, Educational improvement.Palavras-chave: Sucessão de diretores, Modelos de liderança, Liderança sustentável, Melhora educacional.Palabras claves: La sucesión de directores, Modelos de liderazgo, Liderazgo sostenible, Mejora educativa.ReferencesADLER P.; KWON, S. Social Capital: Prospects for a new concept, Academy of Management Review, 29 (2), 2002, pp.17-40.APPLE M. Educating the Right Way: Markets, standards, God and inequality. NuevaYork: Routledge, 2006.BALL, S. The Education Debate. Bristol: The Policy Press, 2008.BOURDIEU, P.; WACQUANT, L. An Invitation to Reflexive Sociology. Chicago: University of Chicago Press, 1992.BURCH, P. Hidden Markets: The new education privatization. Nueva York: Routledge, 2009.BUSINE, M.; WATT, B. Succession Management: Trends and current practices, Asia Pacific Journal of Human Resources. 43 (2), 2005, pp.225-237.COLEMAN, J. Social capital and the creation of human capital, American Journal of Sociology, 90 (suplemento), S95-S120, 1988.COLLINS, J.C.; PORRAS, J.I. Built to last: successful habits of visionary companies (3a edición). Londres: Random House Business Books, 2000.DELORS, J.; AL MUFTI, I.; AMAGI, A.; CARNEIRO, R.; CHUNG, F.; GEREMEK, B. et al. Learning: The treasure within - report to UNESCO of the International Commission on Education for the Twenty-first Century. París: UNESCO, 1996.FINK, D. Trust and Verifiy: The real keys to school improvement. Londres: UCL/IOE Press, 2016.FINK, D. The Succession Challenge. Thousand Oaks CA: Cowin, 2010.FINK, D. Leadership for Mortals. Thousand Oaks CA: Cowin, 2005.FUKUYAMA, F. Social capital and the modern capitalist economy: Creating a high trust workplace, Stern Business Magazine, 4(1), 1993, p.17.FULLAN, M. Leadership and Sustainability. System thinkers in action, San Francisco: Jossey-Bass., 2005, ix.GRONN, P. Personal Correspondence, 2009.GRONN, P. Distributed leadership. In: K. Leithwood, P. Hallinger, K. Seashore-Louis, G. Furman-Brown, P. Gronn, W. Mulford W., and K. Riley. (Eds.). Second international handbook of educational leadership and administration. Dordrecht, Países Bajos: Kluwer, 2002.GRONN, P. From transactions to transformations: A new world order in the study of leadership. Educational Management & Administration, 24(1), 1996, pp.7-30.HOPKINS, D.; HIGHHAM, R.; ANTARIDOU, E. School leadership in England Contemporary challenges, innovative responses and future trends. Nottingham: NCSL, 2009.HARGREAVES, A.; FULLAN, M. Professional Capital: Transforming teaching in every school. Nueva York: Teachers College Press, 2012.HARGREAVES, A.; GOODSON, I. Educational change over time? The sustainability and non-sustainability of three decades of secondary school change and continuity, Educational Administration Quarterly. 42 (1), 2006.HARGREAVES, A.; FINK, D. Distributed Leadership: Democracy or Delivery, Journal of Educational Administration, 46 (2), 2008, pp.229-240.HARGREAVES, A.; FINK, D. Sustainable Leadership. San Francisco CA: Jossey Bass, 2006.HARGREAVES, A.; FINK, D. Sustaining leadership. Phi Delta Kappan, 84(9), 2003, pp. 693-700.HARTLEY, D. The emergence of distributed leadership in education; Why Now? British Journal of Educational Studies, 55(2), 2007, p.211.HARRIS, A. Future leadership: Challenges and implications, Invitation Seminar '21st Century Schools' Department for Children, Schools and Families (DCSF) Londres, 27 de marzo, 2009.KNOKE, D. Organizational networks and corporate social capital. In: A. LEENDERS AND S. GABBEY (Eds.) Corporate Social Capital and Liability. Boston: Kluwer, 1999, pp.17-42.KUTSYURUBA, B.; WALKER, K.; NOONAN, B. The ecology of trust in the principalship, Journal of Educational Administration and Foundations, 21(1), 2010, pp.23-47.LEANA, E. The missing link in school reform, Stanford Social Innovation Review, 2011. En línea, http://www.ssireview.org/articles/entry/the_missing_link_in_school_reform, (consultado el 28 de agosto de 2014).LEITHWOOD, K.; JANTZI, D.; MASCALL, B. Large-scale reform: What works? Toronto: University of Toronto Press, 1999.LEVIN, B. Governments and education reform: Some lessons from the last 50 years, Journal Education Policy, (25), 2010, pp.739-747.LEWICKI R.; MCALLISTER, D.; BIES R. Trust and Distrust: New relations ships and realities, Academy of Management Review, (23), 3, 1998, pp.438-458.LIN, N. Social networks and status attainment, Annual Review of Sociology, 25, 1999, pp. 467-487.MACMILLAN, R. Leadership succession, culture of teaching, and educational change. In: N. BASCIA, & A. HARGREAVES (Eds.), The Sharp Edge of Educational Change. Londres: Falmer Press, 2000.MCCALL, M. Developing executive through work experience, Human Resources Planning. 11 (1), 1988, pp.1-11.MINTZBERG, H Managers not MBAs: A hard look at the soft practice of managing and management development. San Francisco CA: Berrett-Koehler Publishers, 2004.POSTMAN, N. The Disappearance of Childhood. Nueva York: Vintage Books, 1984.PUTNAM, R. Bowling alone: America’s declining social capital, Journal of Democracy. 6 (1), 1995, pp.65-78.ROSENBERG, T. Join the Club: How peer pressure can change the world. Nueva York: W. W. Norton, 2011.SUZUKI.D. The David Suzuki Reader; A lifetime of ideas from a leading activist and thinker. Vancouver: Greystone Press, 2003.TSCHANNEN-MORAN, M. Trust Matters: Leadership for successful schools. San Francisco, CA: Jossey–Bass, 2004.UNITED NATIONS United Nations Decade of Education for Sustainable Development, 2005-2014: borrador de esquema de implementación; París, UNESCO, 2004.WORLD COMMISSION ON ENVIRONMENT AND DEVELOPMENT. Our Common Future. Nueva York: Asamblea General de las Naciones Unidas, 1987.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.003
metaresearch head score (Gemma)0.004
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.010
Threshold uncertainty score0.034

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0030.004
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.001
Bibliometrics0.0010.001
Science and technology studies0.0040.007
Scholarly communication0.0090.006
Open science0.0010.007
Research integrity0.0020.004
Insufficient payload (model declined to judge)0.0100.004

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.050
GPT teacher head0.326
Teacher spread0.275 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designObservational
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

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Citations4
Published2019
Admission routes1
Has abstractyes

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Same venueRevista Eletrônica de EducaçãoSame topicEducation and Teacher TrainingFrench-language works237,207