Leadership of Inquiry: Building and Sustaining Capacity for School Improvement

Autor/in	Copland, Michael A.
Titel	Leadership of Inquiry: Building and Sustaining Capacity for School Improvement
Quelle	In: Educational Evaluation and Policy Analysis, 25 (2003) 4, S.375-395 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737025004375
Schlagwörter	School Restructuring; Educational Change; Instructional Leadership; Principals; Educational Improvement; Inquiry; Accountability; Academic Achievement + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Teaching improvement; Unterrichtsentwicklung; Verantwortung; Schulleistung
Abstract	This article reports on findings from a longitudinal study of leadership in the context of a region-wide school renewal effort entitled the Bay Area School Reform Collaborative (BASRC). BASRC's theory of action is multifaceted, incorporating a focus on distributed leadership, continual inquiry into practice, and collective decision-making at the school. Analysis of qualitative and quantitative data sources suggests the use of an inquiry process is centrally important to building capacity for school improvement, and a vehicle for developing and distributing leadership. Within a sample of 16 schools where reform processes are most mature, the principal's role shifts to focus more narrowly on key personnel issues, framing questions and supporting inquiry processes. Findings provide evidence of the efficacy of policy strategies rooted in new understandings of school leadership. (Contains 1 figure, 3 tables and 5 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10