000			03199cam a2200493M 4500
001			9781032686097
003			FlBoTFG
005			20251030122305.0
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007			cr |n|||||||||
008			250127s2025 xx o 0|| 0 eng d
040			_aOCoLC-P _beng _cOCoLC-P
020			_a9781040320358 _q(electronic bk.)
020			_a104032035X _q(electronic bk.)
020			_a9781032686097 _q(electronic bk.)
020			_a103268609X _q(electronic bk.)
020			_a9781040320433 _q(electronic bk. : EPUB)
020			_a1040320430 _q(electronic bk. : EPUB)
020			_z1032686081
020			_z9781032686080
024	7		_a10.4324/9781032686097 _2doi
035			_a(OCoLC)1484962106
035			_a(OCoLC-P)1484962106
050		4	_aLB2806
072		7	_aEDU _x000000 _2bisacsh
072		7	_aEDU _x054000 _2bisacsh
072		7	_aEDU _x032000 _2bisacsh
072		7	_aJNK _2bicssc
245	0	0	_aCOMPLEXITY THEORY AND EDUCATIONAL LEADERSHIP IN SCHOOLS _h[electronic resource] : _btowards a systems transformation heuristic.
260			_a[S.l.] : _bROUTLEDGE, _c2025.
300			_a1 online resource
520			_aThe research in this volume draws on aspects of complexity theory and its integral link to systems performance to propose a new method for combatting the longstanding opportunity gap and related underperformance of so many underserved students in the American educational system. Through a longitudinal case study of the Lynch Leadership Academy at Boston College, this research considers the initial conditions and related disequilibrium principals experienced, the degree to which principals shared power and authority within their school context, and the extent to which they generated a shared school culture founded on collaboration and systematic reflection. From these data, the authors create a detailed picture of the Academy and its impact on the principals and their schools, using a new analytic tool called the systems transformation heuristic," designed by the authors to quantify the qualitative dimensions of a schools efforts to enact adaptive change consistent with the complex adaptive system metaphor. As such, it offers a new foundation for conceptualizing ongoing systems change, as well as a fresh model for school personnel to consider their experience from concrete, intertwined, and unique points of view. It will appeal to scholars, researchers, and practitioners with interests in educational leadership, complexity theory, urban education, and social justice.
588			_aOCLC-licensed vendor bibliographic record.
650		0	_aEducational leadership.
650		0	_aEducation _xPhilosophy. _960756
650		7	_aEDUCATION / General _2bisacsh _964374
650		7	_aEDUCATION / Leadership _2bisacsh
700	1		_aMcQuillan, Patrick J. _1https://id.oclc.org/worldcat/entity/E39PCjFkCDtP8Xp6jcm67fWHJC _996046
856	4	0	_3Taylor & Francis _uhttps://www.taylorfrancis.com/books/9781032686097
856	4	2	_3OCLC metadata license agreement _uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
942			_cE-Books
999			_c68248 _d68248