School leaders’ sensemaking and sensegiving

Book


Norris, Judith. (2022). School leaders’ sensemaking and sensegiving Koninklijke Brill NV.
AuthorsNorris, Judith
Abstract

In this book, Judith Norris presents a theoretical model that demonstrates a new approach to understanding how school leaders respond to conflicting expectations and demands. The idea of sensemaking and sensegiving is theoretically interesting and allows the reader to focus on how school leaders make sense, but also how they give sense to others in the complex conditions that educators now must negotiate. Like the Eucalyptus tree, educational leaders must adapt to their contradictory environments.

Written in the most accessible way, the theory and its application will likely appeal not only to researchers, but also to teachers and school administrators. Norris has created a real applicability to school leadership in various international contexts.

ISBN9789004517189
9789004517196
9789004517202
ISSN2666-7746
Web address (URL)https://brill.com/view/title/62463
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Print07 Apr 2022
Online11 Apr 2022
Publication process dates
Deposited16 Jun 2022
Year2022
PublisherKoninklijke Brill NV
Place of publicationLeiden, The Netherlands
SeriesEducational leadership and leaders in contexts ; volume 8
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https://acuresearchbank.acu.edu.au/item/8xyvy/school-leaders-sensemaking-and-sensegiving

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Related outputs

From metaphors to mantras - Principals making sense of and integrating accountability expectations: A grounded theoretical model
Norris, Judith. (2017). From metaphors to mantras - Principals making sense of and integrating accountability expectations: A grounded theoretical model [Thesis]. https://doi.org/10.4226/66/5a9dbe4a3362b
Managerial rhetoric, accountability, and school leadership in contemporary Australia
Eacott, Scott and Norris, Judith. (2014). Managerial rhetoric, accountability, and school leadership in contemporary Australia. Leadership and Policy in Schools. 13(2), pp. 169 - 187. https://doi.org/10.1080/15700763.2014.901395