Literaturnachweis - Detailanzeige
| Autor/inn/en | Spooner-Lane, Rebecca; Spina, Nerida; Carrington, Suzanne; Kimber, Megan; Williams, Kate E. |
|---|---|
| Titel | How School Leaders Navigate the Priority School Support Review Process: An Australian Case Study |
| Quelle | In: School Leadership & Management, 42 (2022) 3, S.235-255 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Spooner-Lane, Rebecca) ORCID (Spina, Nerida) ORCID (Carrington, Suzanne) ORCID (Kimber, Megan) ORCID (Williams, Kate E.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1363-2434 |
| DOI | 10.1080/13632434.2022.2071862 |
| Schlagwörter | Foreign Countries; Educational Improvement; Elementary Schools; Low Achievement; Principals; Leadership; Elementary School Teachers; Administrator Attitudes; Teacher Attitudes; Teacher Morale; Educational Planning; Australia |
| Abstract | In Australia, policy makers demand school leaders focus on raising student achievement levels when planning and implementing a school improvement (SI) plan. This paper explores the SI process for two Australian primary schools deemed to be underperforming and underwent a priority school support review (PSSR). In this study, 2 principals and members of their leadership team and 10 teachers across 2 schools were interviewed to explore how they experienced the PSSR process at different stages of the review process. Two assistant regional directors assigned to supporting the two schools during the PSSR process were also interviewed. The findings suggested that initially, school principals wondered how a PSSR would impact the morale of teaching staff already working hard to support student outcomes. However, as the schools progressed through the process, the principals' perspectives shifted to see the PSSR as a valuable process for building leadership and teacher capacity and improving student outcomes. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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