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

Autor/inn/en	Arar, Khalid; Taysum, Alison
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? High school; Oberschule; Arab; Araber; Vergleichende Erziehungswissenschaft; Principal; Schulleiter; Lernleistung; Schulerfolg; Führungsstil; Cultural identity; Kulturelle Identität; Kulturpluralismus; Future; Society; Zukunft; Ausland; Bildungsreform; Sozialer Wandel; Projektforschung; Community
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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01