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100   $a20000321d2000      uy         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 00$aLeadership for change and school reform $einternational perspectives /$fedited by Kathryn A. Riley and Karen Seashore Louis
205   $a1st ed.
210   $aLondon ;$aNew York $cRoutledge/Falmer$d2000
215   $a1 online resource (240 p.)
300   $aDescription based upon print version of record.
311   $a0-415-22793-3 
311   $a0-415-22792-5 
320   $aIncludes bibliographical references and index.
327   $aCover; Leadership for Change and School Reform: International perspectives; Copyright; Contents; Tables and figures; Contributors; Preface; 1 Introduction: Relational leadership for change; Part l Perspectives on leadership: Leadership and change within schools; 2 Four dilemmas, three heresies and a matrix; 3 Learning through leadership, leadership through learning: Leadership for sustained school improvement; 4 The effects of different sources of leadership on student engagement in school; 5 Leadership in the creation of world -class schools; 6 Global and national perspectives on leadership
327   $aPart 2 The capacity of local systems to respond to educational reform and change and rethink their local leadership role7 Caught between local education authorities: Making a difference through their leadership?; 8 Local leadership: Policy implementation, local education authorities and schools; Part 3 The leadership stage: New actors, new roles; 9 Bringing teacher organisations back into the frame; 10 The role of unions as leaders for school change: An analysis of the 'KEYS' programme in two US states; 11 Creating a school culture from the ground up: The case of Celebration School
327   $aPart 4 Summary thoughts12 Leading towards improvement; Index
330   $aSchool reform is a top priority for governments today. This timely and challenging book, edited by leading international researchers, Kathryn Riley and Karen Seashore Louis, offers a rich comparative perspective on leadership for change and school reform. Contributors form North America, Europe and Australia demonstrate how school leadership is influenced by global pressures, differing national and state contexts and local concerns. They illustrate the limitations of reform initiatives which focus on school leaders tot he exclusion of the many other organisations which affect school, such as n
606   $aEducational leadership
606   $aEducational change
615  0$aEducational leadership.
615  0$aEducational change.
676   $a371.2
701   $aRiley$b Kathryn A$0888079
701   $aLouis$b Karen Seashore$01608917
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910828915503321
996   $aLeadership for change and school reform$93935905
997   $aUNINA