Titlebook: School Leadership in the Context of Standards-Based Reform; International Perspe Louis Volante Book 2012 Springer Science+Business Media B.

生命層

Huen Yu,Wai Ming Yuan overview and help in conceptualizing the different concepts of hazard and disaster perception and how response and adaptation are connected with it. This part also discusses the concept of the connection bet978-3-031-26145-9978-3-031-26143-5Series ISSN 2196-4106 Series E-ISSN 2196-4114

淘氣

甜食

School Leadership in the Context of Standards-Based ReformInternational Perspe

不如樂(lè)死去

Responsibility in a High-Accountability System: Leading Schools in Englandchool Business Manager, a non-educator charged with factors such as administrative and financial management and the development of school-to-school collaboration and networking. While all these developments have potential, they do themselves pose leadership challenges that require careful management

Bumble

Instructional Leadership in the Era of No Child Left Behind: Perspectives from the United Stateshin the policy context of the 2001 No Child Left Behind Act (NCLB; Chrismer et al., Harvard Education Review 76(4):461–473, 2006; Supovitz, Developing communities of instructional practice, 2001; Supovitz and Poglino, Instructional leadership in a standards-based reform, 2001) and how leadership, no

reaching

Educational Leadership in the Context of Low-Stakes Accountability: The Canadian Perspectiveating shared leadership and professional learning communities to improve students’ educational outcomes. The existing challenges are identified along with the need for directed research to better understand the role of educational leadership to lead school improvement efforts in various Canadian con

Arthr-

騷擾

The Shape and Shaping of School Leadership in Aotearoa New Zealand meaning and nature of school leadership. This chapter describes the reforms that have set the context for redefining school leadership in New Zealand, followed by accounts of policy and other initiatives intended to align leadership theory and practice with system imperatives. The responses to thes

持久

Policy and Practice in Swedish Education, Assessment, and School Leadershiphe most decentralized and deregulated, characterized by competition on many levels and an increasing focus on results. This has put pressure on the schools to show good results, which, in turn, has led to a number of consequences for all stakeholders. This chapter describes the Swedish goal-referenc