School Leadership and Aboriginal Student Outcomes: Systematic Review

Autor/inn/en	Trimmer, Karen; Dixon, Roselyn; Guenther, John
Titel	School Leadership and Aboriginal Student Outcomes: Systematic Review
Quelle	In: Asia-Pacific Journal of Teacher Education, 49 (2021) 1, S.20-36 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trimmer, Karen) ORCID (Dixon, Roselyn) ORCID (Guenther, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2019.1685646
Schlagwörter	Leadership; Indigenous Populations; Minority Group Students; Outcomes of Education; Literature Reviews; School Community Relationship; Community Involvement; Community Cooperation; Participative Decision Making; Educational Policy; Administrator Role; Principals + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Sinti und Roma; Lernleistung; Schulerfolg; Politics of education; Bildungspolitik; Principal; Schulleiter
Abstract	This paper reports one part of a broader Aboriginal Voices Project that has been undertaken by 13 Australian researchers bringing together 10 systematic reviews on Aboriginal School Education. The extent of collaboration and engagement between school and community leaders is important to influence joint decision-making and required to attain lasting change. This review investigates how leadership in both the school and community can contribute to effecting a sustained change in Aboriginal student learning and social outcomes. It also examined the impacts of school policy, governance and decision-making. Findings from the systematic review have highlighted six themes that exemplify the importance of leadership in establishing successful collaborations in Indigenous educational settings to impact positively on student social and academic outcomes. (As Provided).
Anmerkungen	Taylor & Francis. 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