Literaturnachweis - Detailanzeige
| Autor/inn/en | Silins, Halia; Mulford, Bill; Zarins, Silja |
|---|---|
| Titel | Leadership for Organisational Learning and Student Outcomes. The Lolso Project: The First Report of an Australian Three Year Study of International Significance. |
| Quelle | (1999), (36 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Educational Change; Foreign Countries; Instructional Leadership; Leadership Training; Outcomes of Education; Program Evaluation; School Effectiveness; School Restructuring; Secondary Education; Australia |
| Abstract | This paper reports on the Leadership for Organisational Learning and Student Outcomes (LOLSO) Project, a new program that addresses the need to extend understanding of school restructuring initiatives in Australia. The project aims to change school practices by enhancing student learning. The LOLSO Project addresses six specific research questions: (1) How is the concept of organizational learning defined in Australian secondary schools? (2) What conditions inside and outside Australian high schools account for variations in organizational learning? (3) Does the level of organizational learning in secondary schools contribute to the extent of students' participation in and engagement with school? (4) What proportion of organizational learning is accounted for by school leadership? (5) What leadership practices promote organizational learning in schools? and (6) What leadership training experiences can develop such practices and capacities in leaders? Questionnaires were developed for teachers, principals, and students. A total of 2,503 teacher and principal responses and 3,508 year-10 student responses were received. Results indicate that "resources" and "leader" emerged as the two dominant factors in terms of their total effect on organizational learning. "Active involvement,""school profile,""school autonomy,""distributed leadership," and "staff valued" also contributed strongly. Six tables contain conceptual and operational definitions, statistical results, and other information. Contains 43 references. (RJM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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