A Working List of Educational Theorists

Kieran Egan -


Wenger - Community of Practice


Bennis and Nanus - 


Siemens - Connectivism


Hargreaves and Frink - Sustainable leadership


James Ryan - Inclusive leadership


Darling-Hammond - 


Michael Fullan - Motion leadership (change theory)


Christine Sleeter - multicultural education


Wheatley -


Gilligan and Shakeshaft - Feminist theory


Pestalozzi - "heart, hand, head"


Dewey -


Freire -


James Neil -


Seymour Papert - constructionism


Jean Piaget - constructivism


Lev Vygotsky - social constructivism


Elliot Eisner - 5 orientations to curriculum


Hilda Taba -


Franklin Bobbitt - 


Ralph Tyler - 


William Pinar -


Lawrence Stenhouse -


F.W. Taylor -


Horace Mann - 

Phil Schlechty - 21st Century Schools

"Given wisdom, leaders stop trying to control everything and stop taking charge of everyone and see themselves as one part of a complex operation." (Schlechty)


http://www.schlechtycenter.org/meet-phil-schlechty


"Teachers are leaders and those they most often lead are students. This is an old idea and one that has appeal to teachers once they accept the fact that it is the performance of their putative followers that is of most importance in school. The performance of leaders can make a difference in the performance of followers, but it is the performance of followers that determines the effectiveness of the performance of leaders. Teachers are more dependent on students than students are dependent on teachers. Teachers cannot teach without students being present, but students can learn without teachers and increasingly they can learn anytime and in any place. Schools are no longer as essential as they once were and they will be increasingly less essential if they are not transformed into learning platforms. Teaching is increasingly available to those who are motivated to learn, and schools are not the only places where teaching and teachers exist."(Schlechty, 2010)


Source 

Peter Senge - Shared Leadership

Leader as Teacher


“Leader as teacher” is not about “teaching” people how to achieve their vision. It is about fostering learning, for everyone. Such leaders help people throughout the organization develop systemic understandings. Accepting this responsibility is the antidote to one of the most common downfalls of otherwise gifted teachers – losing their commitment to the truth. (Senge 1990: 356)


Source