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Autor/inn/en | Arar, Khalid; Taysum, Alison |
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Titel | From Hierarchical Leadership to a Mark of Distributed Leadership by Whole School Inquiry in Partnership with Higher Education Institutions: Comparing the Arab Education in Israel with the Education System in England |
Quelle | In: International Journal of Leadership in Education, 23 (2020) 6, S.755-774 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-3124 |
DOI | 10.1080/13603124.2019.1591513 |
Schlagwörter | College School Cooperation; Comparative Analysis; High Schools; Arabs; Comparative Education; Principals; Administrator Attitudes; Equal Education; Outcomes of Education; Leadership Styles; Trust (Psychology); Cultural Awareness; Cultural Pluralism; Futures (of Society); Foreign Countries; Institutional Characteristics; Educational Change; Social Change; Action Research; Communities of Practice; Israel; United Kingdom (England) |
Abstract | This paper presents a comparative analysis of two high schools, one in the Arab Education system in Israel and the other in the English Education system in Europe. The comparative analysis focuses on two principals' perspectives of how they led their schools, in partnership with the authors from Higher Education Institutions, by implementing a distinctive mark of distributed leadership by an whole school inquiry led inter-cultural change. The change facilitated knowledge exchange, mobilisation, and dissemination activities that empowered staff and young people to become societal innovators for equity and renewal which raised student outcomes between -- 17% and 27% The research reveals that shared aims, themes and methods through a distinctive mark of distributed leadership by whole school inquiry develops new inter-cultural understandings and builds respect, trust, and local research priorities and practices in communities of diverse race, ethnicity, cultural, religious, and citizen or refugee status. Members of diverse communities were able to hold each other to account, and became more autonomous in their plans for the future in a context of gaps in status in both contexts. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |