Literaturnachweis - Detailanzeige
| Sonst. Personen | Hattie, John (Hrsg.); Smith, Raymond L. (Hrsg.) |
|---|---|
| Titel | 10 mindframes for leaders. The visible learning approach to school success. |
| Quelle | Thousand Oaks: Corwin (2021), XI, 128 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781071800133 (Taschenbuch); 9781071818756 (EPUB); 9781071818763 (EPUB); 9781071818749 (PDF) |
| Schlagwörter | Visible learning; Educational leadership; Academic achievement; Bildungstheorie; Bildungspraxis |
| Abstract | "The research is clear that quality leaders are second only to quality teachers in their impact on student achievement. But, what constitutes quality leadership? Viviane Robinson et al. (2008) concluded, among other things, that "leaders' impact on student outcomes will depend on the particular leadership practices in which [leaders] engage" (p. 637) rather than on the specific type of leader (e.g., transformative, servant, distributed, etc.) leaders profess to be. Simply put, leadership practice trumps the leadership label. Hattie & Zierer (2018), recently added to this commentary in their book Mindframes for Learning : teaching for success by suggesting that the practices of quality leaders spring from "their ways of thinking, their ways of supporting, their ways of challenging and their ways of passion" (Hattie & Zierer, 2018, p.x). So, while leadership practice trumps the leadership label, it is the ways leaders think about why they do what they do that trumps them all. In other words, the message from these experts is, focus not on the type of leader you are, nor on the specific practices in which leaders engage, but rather on the way leaders think about her or his role and why they do what they do"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2023/4/10 |
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