Literaturnachweis - Detailanzeige
| Autor/inn/en | Bedard, George J.; Mombourquette, Carmen P. |
|---|---|
| Titel | Conceptualizing Alberta District Leadership Practices: A Cross-Case Analysis |
| Quelle | In: Leadership and Policy in Schools, 14 (2015) 2, S.233-255 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1570-0763 |
| DOI | 10.1080/15700763.2014.997936 |
| Schlagwörter | Foreign Countries; Leadership Styles; Educational Practices; Interviews; Educational Change; Effective Schools Research; Administrator Attitudes; Principals; Trustees; High Achievement; Employee Attitudes; Evidence; Faculty Development; Alignment (Education); Expertise; Participative Decision Making; Educational Cooperation; Partnerships in Education; Elementary Secondary Education; Academic Achievement; Canada |
| Abstract | We interviewed 45 district-level staff, principals, and trustees in two high-performing and one rapidly improving Alberta school districts. We asked interviewees to detail the what and the how of key leadership practices to promote and sustain student achievement and how they had changed over the last five to ten years. The cross-case findings are clustered around four practices that respondents described and strongly endorsed: (1) collaboration between school- and district-level leadership in setting the direction in leadership for learning; (2) development of a shared expertise in the uses of evidence about student learning; (3) provision of professional development that is job-embedded and based on school needs; and (4) alignment of an array of practices and structures to support student learning. (As Provided). |
| Anmerkungen | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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