Literaturnachweis - Detailanzeige
Autor/in | Timperley, Helen |
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Titel | Knowledge and the leadership of learning. |
Quelle | In: Leadership and policy in schools, 10 (2011) 2, S. 145-170Infoseite zur Zeitschrift
PDF als Volltext |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 1570-0763; 1744-5043 |
DOI | 10.1080/15700763.2011.557519 |
Schlagwörter | Empirische Untersuchung; Evaluation; Vergleichsuntersuchung; Schulverwaltung; Grundschule; Lehrerrolle; Lernprozess; Lernumgebung; Wissenserwerb; Unterrichtsgestaltung; Australien; Neuseeland |
Abstract | This empirical study of the practice of five elementary school principals whose student achievement gains were three times the expected rate of progress redefines some capabilities identified in the literature as central to leadership for learning. These principals were a source of knowledge about teaching and learning and assisted their teachers to translate this knowledge into practice. Relationships with staff were underpinned by this knowledge and were both respectful and evaluative of the effectiveness of teaching. High expectations of students were extended to include teachers and themselves to provide the kinds of learning environments in which all students could learn. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2011/4 |