Literaturnachweis - Detailanzeige
Autor/in | Alsbury, Thomas L. |
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Titel | Quality national school administration. An empirically-grounded undertaking from the United States. |
Quelle | Aus: Buer, Jürgen van (Hrsg.): Qualität von Schule. Ein kritisches Handbuch. Frankfurt, Main u.a.: Lang (2007) S. 543-551 |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; Sammelwerksbeitrag |
ISBN | 3-631-55033-2; 978-3-631-55033-5 |
Schlagwörter | Führung; Empirische Untersuchung; Fallstudie; Erfolg; Schulreform; Schule; Schulleiter; Schulleitung; Schulverwaltung; Lehrer; Forschungsstand; Qualität; USA |
Abstract | The author outlines empirical findings in terms of the functions and effects of school administrators on the quality development of single schools in the United States. The paper begins with an overview of research findings for leading sustained school reform and finishes with a single case study analysis of leadership in two schools within a single district experiencing effective reform. Conclusions indicate that the debate between teacher-directed versus principal-directed leadership are both mis-guided and that the what of leadership is the cogent factor in successful school reform effort as opposed to who leads or from where leadership emanates. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2008/2 |