教育學(xué)的領(lǐng)導(dǎo)力理論與實(shí)踐研究述評_2

1、    教育學(xué)的領(lǐng)導(dǎo)力理論與實(shí)踐研究述評    參考文獻(xiàn)：1male，t.，palaiologou，i.，pedagogical leadership in the 21st century：evidence from the field. educational management administration & leadership vol.43（2）（2015）：214-2312watkins，c.，mortimore，p.（1999b）pedagogy：what do we know？in：mortimore p（ed）underst

2、anding pedagogy and its impact on learning. london：paul chapman，（1999）：2.31631male，t.，palaiologou，i. learning-centred leadership or pedagogical leadership？an alternative approach to leadership in education contexts. international journal of leadership in education 15（1）（2012）：107-118.4carlsen，ws. su

3、bject-matter knowledge and science teaching：a pragmatic perspective. in：brophy j（ed）advances in research on teaching-vol 2：teachers' knowledge of subject matter as it relates to their teaching practice. london：jai press.（1991）；cuban，l. how teachers taught constancy and change in american classro

4、oms. new york：longman（1984）；cuban，l. computers meet classroom-classroom wins. teachers college record 95（2）（1994）：185-210；doyle，w. how order is achieved in classrooms：an interim report. journal of curriculum studies 16（3）（1984）：259-277.5lingard b，hayes d，mils m，et al.（2003）. leading learning. maiden

5、head：open university press.6brownlee，j. teacher's education students' epistemological beliefs：developing a relational model of teaching. research in education 72（1）（2004）：1-17.7taguchi，hl. going beyond the theory/practice divide in early childhood education：introducing intra-active pedagogy.

6、 london：routledge（2010）.8bruner，j. the culture of education. cambridge，ma：harvard university press（1996）.9giroux，ha. on critical pedagogy. london：continuum.（2011）.10cameron c social pedagogy and care：danish and german practice in young people's residential care. journal of social work 4（2）（2004）

7、：135.11moss，p.，structures，understanding and discourses：possibilities for re-envisioning the early childhood worker. contemporary issues in early childhood 7（1）（2006）：32.12kyriacou c，ellingsen it，stephens p，et al. social pedagogy and the teachers：england and norway compared. pedagogy，culture and soci

8、ety 17（1）（2009）：75.13yates，l.，from curriculum to pedagogy and back again：knowledge，the person and the changing world. pedagogy，culture and society 17（1）（2009）：19.14smyth，j.，critical pedagogy for social justice. london：continuum（2011）：19.15davies，b.，on the neglect of pedagogy in educational studies a

9、nd its consequences. british journal of in-service education 20（1）（1994）：26.1719knowles，ms. the modern practice of adult education：from pedagogy to andragogy. wilton，cn：boston press（1980）：40，41.18whitehead，a introduction. in：donham wb（ed）business adirr. new york：mcgraw-hill，（1931）：10.20sergiovanni，t

10、j. leadership as pedagogy，capital development and school effectiveness. international journal of leadership in education 1（1）（1998）：37.21van manen，m. the tact of teaching：the meaning of pedagogical thoughtfulness. albany，ny：state university of new york press.（1991）：38.22sergiovanni，tj. leadership fo

11、r the schoolhouse：how is it different？why is it important？san fran-cisco，ca：jossey-bass.（1996）：92.23freire，p. pedagogy of the oppressed. new york：continuum.（1986）：36.24carr，w.，kemmis，s.，becoming critical：education，knowledge and action research. lewes：falmer.（1986）：190.252627osberg，d. taking care of

12、the future？the complex responsibility of education and politics. in：osberg d and biesta g（eds）complexity theory and the politics of education. rotterdam：sense publishing，（2010）：162，163，163.28bernstein，rj. beyond objectivism and relativism：science，hermeneutics and praxis. oxford：basil blackwell.（1983

13、）：147.29oliviera-formoshino，j.，formoshino，j. pedagogy-in participation：childhood association educational perspective. porto：porto editora，（2012）：9.30apple，m. scientific interests and the nature of educational institutions. in：pinar w（ed）curriculum theorizing：the reconceptualists. berkeley，ca：mccutch

14、an，（1975）：127.32osberg，d. taking care of the future？the complex responsibility of education and politics. in：osberg d and biesta g（eds）complexity theory and the politics of education. rotterdam：sense publishing，（2010）：162.33berlak，a. back to basics：liberating pedagogy and the liberal arts. in：the an

15、nual meeting of the american educational research association，chicago，april，（1985）：2.34arendt，h. the origins of totalitarianism. new york，harcourt.（1951）；arendt，h. the human condition. chicago，il：university of chicago press.（1958）；arendt，h. the life of the mind，2 vols. london：seeker & warburg（19

16、78）.35bourdieu，p. practical reason：on the theory of action，stanford，ca：stanford university press（1998）.36osberg，d.，biesta，gjj. beyond presence：epistemological and pedagogical implications of “strong” emergence. interchange 38（1）（2007）：31-51.37palaiologou，i. child observation for the early years. 2nd ed. london：sage.（2012）：11.38胡中鋒、王義寧：教育領(lǐng)導(dǎo)力模式變遷之反思j.上海：華東師范大學(xué)學(xué)報(bào)（教育科學(xué)版），2015（3）：11.39hay group，m