Literaturnachweis - Detailanzeige
Autor/inn/en | Burns, Matthew K.; Preast, June L.; Kilpatrick, Kayla D.; Taylor, Crystal N.; Young, Helen; Aguilar, Lisa; Allen, Amanda; Copeland, Christa; Haider, Aqdas; Henry, Lauren |
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Titel | Leadership Theory for School Psychologists: Leading for Systems Change |
Quelle | In: Communique, 46 (2017) 2, S.1 (3 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0164-775X |
Schlagwörter | School Psychologists; Leadership Responsibility; Role; Educational Research; Theories; Interpersonal Competence; Instructional Leadership; Staff Development; Cooperation; School Psychology School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Rollen; Bildungsforschung; Pädagogische Forschung; Theory; Theorie; Interpersonale Kompetenz; Instruction; Leadership; Bildung; Erziehung; Führung; Personnel development; Personalentwicklung; Co-operation; Kooperation; Schulpsychologie |
Abstract | School psychologists are often seen as leaders in schools. They lead data teams, problem-solving teams, multidisciplinary evaluation teams, and crisis response teams. They are also perceived as leaders regarding intervention, multitiered systems of support, behavior support, collaboration, consultation, special education, assessment, and prevention in schools. There are hundreds of definitions of leadership, but all entail influencing groups of people toward a particular course of action or goal (Lunenburg & Ornstein, 2012). In this article, the authors break down four main leadership theories and their applications to practice. (ERIC). |
Anmerkungen | National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |