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Presenting international evidence, from school systems across the
globe, this book documents patterns, causes, and effects of school
principals' time use, building a case for the implications for
school improvement, administration, and leadership. This edited
volume offers an unparalleled set of chapters that delve into
conceptual and methodological issues in researching principals'
time use. Chapters consist of empirical studies that advance fresh
perspectives and build empirical ground on how principals use time
across different school systems in Africa, Asia, Europe, Middle
East, Oceania, and North America. This unique book, is a useful
resource for researchers and educators, capturing the
geographically diverse contexts of principal time use. This work
makes a significant contribution to the field of school
improvement, administration, and leadership with both theoretical
depth and empirical grounding.
Educational Accountability: International perspectives on
challenges and possibilities for school leadership provides an
opportunity to assess, reflect on, and discuss current issues
surrounding accountability policies in education from around the
globe and the implications they hold for school leadership. It
addresses the global trend of accountability policies expanding in
scope to include the education profession as well as the increasing
incidence of international policy borrowing, brought on chiefly by
globalisation. Specific case studies offer a contextual examination
of the theory, policy and practice of accountability and an
inspection of their influence on school leadership. Cases are
intentionally juxtaposed to provide a broad perspective of regional
and cultural similarities and departures, and are arranged to
reflect the diasporic Chinese, Anglo, European, and Hispanic
societies. Bringing together a number of highly regarded experts
within the field, the book cultivates a global perspective on the
challenges and possibilities for school leaders to foster school
effectiveness and improvement. Educational Accountability should be
key reading for researchers, policy makers, and current and future
school leaders.
Wie arbeiten Schulleiterinnen und Schulleiter in Frankreich? Welche
Herausforderungen erwarten sie im beruflichen Alltag? Wie ist ihr
Verhaltnis zur Schulentwicklung? Was konnen wir daraus fur unseren
Kontext lernen? Diesen Fragen widmet sich Pierre Tulowitzki in
seiner Studie. Er untersucht, wie Schulleiterinnen und Schulleiter
ihre Arbeitszeit verbringen, wann und wie sie sich Schulentwicklung
widmen und welche Phanomene sich in diesem Kontext manifestieren.
Grundlage sind Fallstudien an funf weiterfuhrenden Schulen
(colleges) eines Schulbezirks bei Paris."
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