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首页> 外文会议>International Technology,Education and Development Conference >THE USE OF “INFLUENCE” IN EDUCATION: AN OUT-OF-THE-BOX APPROACH TO THE “BLACK BOX” OF LEADERSHIP PRACTICE
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THE USE OF “INFLUENCE” IN EDUCATION: AN OUT-OF-THE-BOX APPROACH TO THE “BLACK BOX” OF LEADERSHIP PRACTICE

机译：在教育中使用“影响”：引导实践“黑匣子”的开箱即用的方法

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The purpose of this study is to examine the use of “influence” in the context of leadership standards and practice. As leadership has supplanted management as the focal point of school reform, much has been written, pro and con, about the effectiveness of the school(s) leaders' engagement in school improvement. To help, leadership standards (In America, ISLLC: 1996, 2007) have been crafted to frame knowledge, practice, & dispositions that would guide the successful administrator; critics decry the dearth of evidence supporting that frame. Some suggest that our preparation programs are stagnant; others that specifics are lacking In terms of how effective the Standards are in both practice and results. In transition, school leaders have been expected to develop effective systems of change that espouse collaborative approaches to a myriad of management responsibilities, often to the detriment of instruction and student achievement. An insight into the dilemma of “influence” is found in the earliest version of the Leadership Standards where administrative leaders are expected to promote student success by “influencing the political, social, economic and cultural context”. In a later revision, the Standards were amended to broaden the base of school leadership, omitting the administrator as the singular lead influencer. Yet the question of how one “influences” these and other constituencies remains. Recent studies suggest that examining the cognitive skills and abilities of school leaders may provide clues to effective leadership practice as relates to classroom practice. By looking at the thought processes guiding behaviors, glimpses of actions may provide clues in connecting to student outcomes as a results of effective leadership. This paper attempts to build on that discussion by examining data and practice drawn from the behavioral sciences, specifically in the areas of communication and social psychology. As the use of “influence” is introduced and expanded in education studies, the connectivity between science and education practice needs to be examined for maximum benefit. This paper will attempt to look at “influence” in a larger context, specifically, the impact on the cognition of individuals and groups targeted by school leaders.
机译：本研究的目的是审查在领导标准和实践背景下使用“影响”。由于领导力作为学校改革的联络点，因此已经写了很多，促进了学校领导人在学校改善的效力。为了帮助，领导标准（美国，ISLLC：1996,2007）被制作到将指导成功管理员的知识，实践和置于框架;批评者摧毁支持该框架的证据的缺乏。有些人建议我们的准备计划停滞不前;其他人在缺乏实践和结果方面缺乏细节。在过渡时，预计学校领导人将制定有效的变革制度，以支持对无数的管理职责的合作方法，往往会损害教学和学生的成就。在最早版本的领导标准中发现了“影响力”的困境，预计“影响政治，社会，经济和文化背景”的行政领导人将促进学生成功的困境。在稍后修订时，修订标准以扩大学校领导的基础，省略管理员作为奇异铅的影响。然而，如何“影响”这些和其他选区的问题仍然存在。最近的研究表明，研究学校领导人的认知技能和能力可能会提供有关课堂实践的有效领导实践的线索。通过观察思维过程的指导行为，瞥见行动可能会提供与学生结果的线索作为有效领导的结果。本文试图通过检查行为科学的数据和实践，特别是在沟通和社会心理学领域来建立该讨论。由于在教育研究中引入和扩展了“影响”的使用，因此需要检查科学和教育实践之间的连通性以获得最大的利益。本文将试图在更大的背景下看待“影响”，特别是对学校领导者针对个人和团体认知的影响。

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