Accessing, Documenting, and Communicating Practical Wisdom
The Phronesis of School Leadership Practice
Bibliographic Data
| ID | 11366165 |
|---|---|
| Authors | Richard Halverson (0000-0002-5037-7602, University of Wisconsin–Madison, corresponding author) |
| Year | 2004 |
| Volume | 111 |
| Issue | 1 |
| Pages | 90-121 |
| Publication date | 2004-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/424721 |
| OpenAlex | W2112642907 |
| Language | EN |
| Citations received | 20 |
| References cited | 64 |
Successful school leaders rely on a complex blend of knowledge, skill, theory, disposition, and values in their work to improve student learning. Recent research has called for methods to access, represent, and communicate what successful school leaders know. Aristotle’s concept of “phronesis,” or practical wisdom, captures the scope of such knowledge but also points out the difficulties of representing practical knowledge apart from the context of exercise. This article argues that the artifacts, such as policies, programs, and procedures, that school leaders develop and use can serve as occasions to document the expression of phronesis in context. Developing phronetic narratives of how successful leaders use artifacts to establish the conditions for improving student learning provides a significant resource to guide the learning of aspiring school leaders
Context (archaeology · Engineering ethics · Epistemology · Knowledge management · Narrative · Pedagogy · Phronesis · Practical wisdom · Resource (disambiguation · Scope (computer science · Sociology · Computer Science · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Engineering · Teacher Education and Leadership Studies
Strategic management as distributed practical wisdom (phronesis)
Distributed leadership for personalized learning
Teachers’ ethical decision-making in the face of injustice
Investigating practical wisdom in complex system management
Promoting practical wisdom in teacher education
Phronesis in teacher education
Principalship amidst dilemmatic spaces
The Role of Political Prudence and Political Skill in the Political Will and Political Behavior Relationship
Professional learning in higher education
Phronesis and flourishing in school leadership
Descriptive inquiry
The Scientific Judgment-Making Process from a Virtue Ethics Perspective
Response to Todd Landman
Video Games and the Future of Learning
Kairos and practice wisdom in social work practice
Metis, Metis, Mestiza, Medusa
India's “tryst” with universal health coverage
Practitioner Wisdom
Examining Faculty Reflective Practice
Leading the School Wisely and Purposefully
The Executive effect
Reasons for realism
Sensemaking in organizations
Mentoring
What Is a Case?
Handbook of qualitative research
Designing for Interaction
Whose Justice? Which Rationality?
Making Social Science Matter
Actual Minds, Possible Worlds
Protocol Analysis
Learning Policy
Dynamics in Action
Communities of Practice
How a Cockpit Remembers Its Speeds
Interaction Analysis
Cognition and Policy Implementation
Policy Implementation and Cognition
Structure‐Mapping
Assessment and Classroom Learning
The reflective practitioner
Studies in ethnomethodology
The art of case study research
The Concept of Mind
Wisdom
Design at Work
Mind over machine
The Human Condition
The Logic of Practice
Structure mapping in analogy and similarity
Life history and narrative
The Interpretation of Texts, People and Other Artifacts
Evidence-Based Education Policies
A Knowledge Base for the Teaching Profession
On the Science of Education Design Studies
Research on Teaching and Teacher Research
Educational Judgment
Conducting Research on Practice
Investigating School Leadership Practice
Features
The Rand Change Agent Study Revisited
Linking Theory and Practice
No Research Left Behind
Education Research Can and Must Address “What Works” Questions
Narrative configuration in qualitative analysis
Problem Solving as a Basis for Reform in Curriculum and Instruction
The Relationship Between Theory and Practice
Organizational Learning
Situated Learning
Making Social Science Matter. Why Social Inquiry Fails and How It Can Succeed Again
Institutionalized Organizations
| Unique citing works | 20 |
|---|---|
| Citations per year | 0,95 |
| Citation span | 2005 - 2026 (22) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |