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010   $a9786610148080
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035   $a(DE-He213)978-1-4020-2199-2
035   $a(Au-PeEL)EBL197907
035   $a(OCoLC)57190074
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100   $a20100301d2004      u|             0
101 0 $aeng
135   $aurnn|008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aEducational Leadership for Organisational Learning and Improved Student Outcomes$b[electronic resource] /$fby William Mulford, Halia Silins, Kenneth Leithwood
210  1$aDordrecht :$cSpringer Netherlands,$d2004.
215   $a1 online resource (XIV, 272 p.) 
225 1 $aStudies in Educational Leadership ;$v3
311   $a1-4020-1987-4 
327   $aFrom the contents: Acknowledgements. List of tables. List of figures -- Section 1: The Critical Role Of Leadership For Organizational Learning And Improved Student Outcomes. 1 The Critical Role Of Leadership For Organizational Learning And Improved Student Outcomes -- Section 2: Using The Book. 2 Problem-Based Learning: A Vehicle For Professional Development Of School Leaders -- Section 3: The Problem-Based Learning Package. 4 Workshop Problem/Situation Outline. 5 The Altona Case Study. 6 The Heronwood Case Study. 7 Survey Data -- Section 4: A Challenge. 8 The Survey Instruments And A Challenge To Use Them In Your Own School -- Appendixes: 1 Conditions Fostering Organizational Learning In Schools. 2 Leadership For Organizational Learning In Australian Secondary Schools. 3 The Altona Case Study: Short Version. 4 The Heronwood Case Study: Short Version -- References. Other readings.
330   $aThe change in paradigm in our field is away from the great man or woman theory of leadership and the teacher in his or her own classroom to the development of learning communities which value differences and support critical reflection and encourage members to question, challenge, and debate teaching and learning issues. How to achieve such learning communities is far from clear, but we believe the areas of problem-based learning (PBL) and organizational learning (OL) offer valuable clues. The indications are that the successful educational restructuring agenda depends on teams of leaders, whole staffs and school personnel, working together (i.e., OL) linking evidence and practice in genuine collaboration (i.e., PBL). The book is unique in that it is both about and uses these two concepts.
410  0$aStudies in Educational Leadership ;$v3
606   $aEducation
606   $aSchool management and organization
606   $aSchool administration
606   $aPersonality
606   $aSocial psychology
606   $aEducation
606   $aEducation, general
606   $aAdministration, Organization and Leadership
606   $aPersonality and Social Psychology
615  0$aEducation.
615  0$aSchool management and organization.
615  0$aSchool administration.
615  0$aPersonality.
615  0$aSocial psychology.
615 14$aEducation.
615 24$aEducation, general.
615 24$aAdministration, Organization and Leadership.
615 24$aPersonality and Social Psychology.
676   $a370
700   $aMulford$b William$01557666
702   $aSilins$b Halia
702   $aLeithwood$b Kenneth
712 02$aSpringerLink (Online service)
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910783250303321
996   $aEducational Leadership for Organisational Learning and Improved Student Outcomes$93821441
997   $aUNINA