Co-published with UCEA, this exciting new textbook is the first to tackle the ISLLC Standard 2—Instructional Leadership. In light of recent curriculum reforms, accountability policies, and changing demographics, today’s leaders must not only have expertise in culture building and supervision skills, but also in adult learning, cultural funds of knowledge, curriculum, and the role of politics. The New Instructional Leadership helps aspiring school leaders examine their beliefs and practices about instructional leadership in relation to ISLLC Standard 2 and provides the theory, learning experiences, and analytical tools for effective leadership in today’s world.

Edited by Rose M. Ylimaki

Please click HERE to know more about or purchase the book.

Just Ask!

Based on research highlighting the characterisitcs of effective leadership preparation programs, UCEA has developed a two-page guide for the public to differentiate between effective and ineffective leadership preparation programs.  The new guide, titled Just Ask: A Guide for Examining Leadership Preparation From UCEA, provides a set of questions that can be posed to leadership faculty, candidates and program graduates. 

THE RESEARCH BASE SUPPORTING THE ELCC STANDARDS

Grounding Leadership Preparation & the Educational Leadership Constituent Council Standards in Empirical Research

Authors: Dianne Taylor, Pamela Tucker, Diana Pounder, Gary Crow, Margaret Terry Orr, Hanne Mawhinney, & Michelle D. Young

Please click here (1.4 MB) to download the pdf version of the book.

The International Handbook on the Preparation and Development of School Leaders

The British Educational Leadership, Management, and Administration Society (BELMAS), and the Commonwealth Council for Educational Administration and Management (CCEAM), this is the first book to provide a comprehensive and comparative review of what is known about the preparation and development of primary and secondary school leaders across the globe. It describes current issues and debates and offers an assessment of where the field of leadership development is headed. Key features include the following:

Global Focus: this book provides the first comprehensive look at leadership preparation and development across the globe. The chapter authors are distinguished scholars, drawn from the US, UK, Europe, Asia, Canada, Australia/New Zealand, and Africa.

Topical & Geographical Focus: provides researchers and policymakers with critical descriptions and assessments of both topical and geographical areas.

International Expertise: chapter contributors are drawn from a variety of theoretical perspectives and represent all major continents.

The Handbook of Research on the Education of School Leaders

This comprehensive handbook is the definitive work on leadership education in the United States. An in-depth portrait of what constitutes research on leadership development, this handbook provides a plan for strengthening the research-based education of school leaders in order to impact leadership’s influence on student engagement and learning. Although research-oriented, the content is written in a style that makes it appropriate for any of the following audiences: university professors and researchers, professional development providers, practicing administrators, and policy makers who work in the accreditation and licensure arenas.

African American Perspectives on Leadership in Schools

This book fills an educational void in the school leadership literature as it relates to historical, theoretical, intellectual and cultural understandings among those who prepare individuals for leadership in schools and for those who practice leadership in schools attended by significant numbers of African American students. Contributors to this volume are scholars whose research and service in schools have been important in understanding the historical, intellectual, and cultural traditions that facilitate and support effective leadership and in schools where African American school leaders, teachers, students, parents, and their communities of support construct effective and productive “cultures of empowerment and achievement.” It is these cultures that this volume addresses for their efficacy to support, empower, and sustain visible and measurable achievement among African American students.

At a Crossroads: The Educational Leadership Professoriate in the 21st Century

This volume presents the results of a comprehensive study of educational leadership faculty and the departments and programs in which they work. It reports the characteristics, activities, and attitudes of educational leadership faculty members involved in university-based educational leadership preparation programs in 2008 and provides longitudinal comparisons with data reported in studies conducted since 1972. The findings are compared by type of institution and with respondents grouped by sex, race, administrative experience, type of appointment (tenure-line or clinical), length of time in the professoriate, and affiliation with the University Council for Educational Administration and the National Council of Professors of Educational Administration. Findings indicate that while the number of university-based leadership preparation programs continues to grow, the average faculty size has declined. Among major trends are the increase in female faculty members from 2% of the faculty in 1972 to 45% in 2008 and the reduction in gender differences in activities and attitudes since the mid-1980s. Also, over the past few decades, there has been a significant increase in faculty occupying non-tenure-line positions, having administrative experience, and focusing on leadership in general in contrast to a content specialization. These and other developments have significant implications for leadership preparation programs and for knowledge production in our field.

This is a book about research in educational leadership and school administration. It was sparked by the 2002 release of the publication Scientific Research in Education by the National Research Council (NRC) co-edited by Richard Shavelson and Lisa Towne.

Scientific Research in Education provoked unusual interest about research in education in general, and research methods in education specifically, leading to lively and sometimes hearted debate in the national education research community. Such dialogue occurred largely, though not exclusively, at American Education Research Association (AERA) and for professors of educational leadership, at University Council for Educational Administration (UCEA).