A response to "School leadership in support of teachers' learning: The dramatic differences that financial resources make," by Drago-Severson and Pinto.

Autor/in	Battaglia, Catherine F.
Titel	A response to "School leadership in support of teachers' learning: The dramatic differences that financial resources make," by Drago-Severson and Pinto.
Quelle	In: Leadership and policy in schools, 8 (2009) 4, S. 477-482Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1570-0763; 1744-5043
DOI	10.1080/15700760903184349
Schlagwörter	Finanzierung; Lehrerfortbildung; Schule; Schulleitung; USA; Bildungsmanagement; Schule; Schulleitung; Lehrerfortbildung; Finanzierung; USA
Abstract	This article reports creative initiatives that 25 U.S. principals employed to support teacher learning in light of their financial resources. Nearly 90 hours of interviews with principals and 60 documents were coded to create narrative summaries and build profiles of how financial resources influenced how the school leaders supported teacher learning. All of the leaders worked creatively with the resources at hand to enhance teacher learning. Our research highlights that the best options are context specific and that shorter-term initiatives are insufficient. This report offers concrete examples, such as grantwriting and local partnerships, for working within financial constraints to support teacher learning. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/3