Voices from the Field: What Have We Learned about Instructional Leadership?

Autor/inn/en	Townsend, Tony; Acker-Hocevar, Michele; Ballenger, Julia; Place, A. William
Titel	Voices from the Field: What Have We Learned about Instructional Leadership?
Quelle	In: Leadership and Policy in Schools, 12 (2013) 1, S.60-88 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2013.766349
Schlagwörter	Educational Environment; Educational Change; Instructional Leadership; Federal Legislation; Performance Factors; Institutional Mission; Organizational Climate; Educational Objectives; Decision Making; Administrative Organization; Administrative Change; Change Strategies; Organizational Change; Focus Groups; Educational Policy; Administrator Attitudes; Superintendents; Principals; Formative Evaluation + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Bundesrecht; Leistungsindikator; Organisationsklima; Educational objective; Bildungsziel; Erziehungsziel; Decision-making; Entscheidungsfindung; Lösungsstrategie; Organisationswandel; Politics of education; Bildungspolitik; Schulrat; Principal; Schulleiter
Abstract	This article documents perceptions of superintendents and principals when working under the No Child Left Behind Act (NCLB) in 2004-06. It uses data collected through the Voices 3 Project to consider three factors associated with instructional leadership as applied under NCLB, defining the school's mission, managing the instructional program, and promoting a positive school learning climate. Findings include that the narrowness of the curriculum objectives, the top-down hierarchical nature of decision making in the system, and the pervasively negative and punitive environment impact on the work of instructional leaders. The article argues that new approaches and leadership models are needed. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10