Successful and Effective Schools: Bridging the Gap

Autor/inn/en	Pashiardis, Petros; Johansson, Olof
Titel	Successful and Effective Schools: Bridging the Gap
Quelle	In: Educational Management Administration & Leadership, 49 (2021) 5, S.690-707 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pashiardis, Petros)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143220932585
Schlagwörter	School Effectiveness; Leadership Effectiveness; Governance; Educational Improvement; Professional Development; Foreign Countries; Educational Theories; Sweden + Suchen Sie Ihr Suchwort? Schuleffizienz; Führungseffizienz; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Teaching improvement; Unterrichtsentwicklung; Ausland; Educational theory; Theory of education; Bildungstheorie; Schweden
Abstract	The main purpose of this paper is to examine perspectives of successful and effective leadership as well as successful and effective schools in an effort to uncover the governance interventions which produce one or the other characterization. This examination is undertaken through the utilization of two guiding frameworks: the Pashiardis-Brauckmann Holistic Leadership Framework and the Bredeson and Johansson framework for principals' functions. Additionally, views on success and effectiveness from around the world are utilized. Following this, in this theoretically focused paper we make the argument that successful schools institutionalize the right processes in order to achieve and sustain the desired results and thus become effective. Then, in an effort to bring context into the equation, we discuss what the context is for each education system and student and if schools can make up for the deficiencies of a student's individual context. We end our discussion by stressing the fact that researchers, through their work, can inspire teachers and principals with their (often) simple descriptions of complex school improvement processes. These descriptions have a profound effect on the applied pedagogical work in schools, which is sometimes more influential than national policy decisions and educational reforms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01