Cross-National Comparisons in the International Successful School Principalship Project (ISSPP): The USA, Norway and China

Autor/inn/en	Johnson, Lauri; Moller, Jorunn; Jacobson, Stephen L.; Wong, Kam Cheung
Titel	Cross-National Comparisons in the International Successful School Principalship Project (ISSPP): The USA, Norway and China
Quelle	In: Scandinavian Journal of Educational Research, 52 (2008) 4, S.407-422 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
Schlagwörter	Foreign Countries; Case Studies; Instructional Leadership; Principals; Comparative Education; Effective Schools Research; Politics of Education; Administrator Effectiveness; Democratic Values; Centralization; Participative Decision Making; Accountability; Governance; Australia; Canada; China; Denmark; Norway; Sweden; United States + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Vergleichende Erziehungswissenschaft; Schulforschung; Educational policy; Bildungspolitik; Centralisation; Zentralisierung; Verantwortung; Education; Financing; Steuerung; Finanzierung; Australien; Kanada; Dänemark; Norwegen; Schweden; USA
Abstract	This article provides a cross-national perspective on successful school principalship in three countries derived from an analysis of case studies in the International Successful School Principalship Project (ISSPP). The ISSPP aims to investigate the characteristics, processes and effects of successful school leadership across eight countries (i.e. Australia, Canada, England, the United States, China, Denmark, Sweden and Norway). Examples from the USA, Norway and China (Shanghai) were selected to illustrate cross-national differences related to the societal purposes of education, the structure and funding of different national educational systems and the influence of particular governmental educational policies (i.e. accountability-oriented policies) on the leadership practices of individual school principals. Variations in selection criteria and research procedures were also noted. Recommendations for further research using a cultural framework include analysing multiethnic schools to identify culturally specific leadership practices as well as developing further ISSPP case studies in non-Western contexts. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10