Théorisation du leadership en éducation: une analyse en termes de cognition située

James P. Spillane, Richard R. Halverson, John B. Diamond

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

School-level conditions and school leadership, in particular, are key issues in efforts to change instruction. While new organizational structures and new leadership roles matter to instructional innovation, what seems most critical is how leadership practice is undertaken. Yet, the practice of school leadership has received limited attention in the research literature. Building on activity theory and theories of distributed cognition, this paper develops a distributed perspective on school leadership as a frame for studying leadership practice, arguing that leadership practice is constituted in the interaction of school leaders, followers, and the situation.

Original languageFrench
Pages (from-to)121-149
Number of pages29
JournalEducation et Societes
Volume21
Issue number1
DOIs
StatePublished - 2008

Funding

The writing of this paper was supported by the ‘Distributed leadership project’, funded by research grants from the US National Science Foundation (REC–9873583) and the Spencer Foundation (200000039). Northwestern University’s School of Education and Social Policy and Institute for Policy Research also supported work on the paper. All opinions and conclusions expressed herein are those of the authors and do not necessarily reflect the views of any funding agency.

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science

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