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[null,"1.","Record Nr.",null,"UNINA9910450710903321"]
[null,null,"Titolo",null,"Beginning the principalship [[electronic resource] ] : international views / / guest editor: Allan Walker"]
[null,null,"Pubbl/distr/stampa",null,"Bradford, England, : Emerald Group Publishing, c2006"]
[null,null,"ISBN",null,"1-280-70571-X"]
[{"$nulls":4},"9786610705719"]
[{"$nulls":4},"1-84663-069-X"]
[null,null,"Descrizione fisica",null,"1 online resource (132 p.)"]
[null,null,"Collana",null,"Journal of Educational Administration ; ; 44, no. 4"]
[null,null,"Soggetti",null,"Leadership"]
[{"$nulls":4},"School principals"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,"Nota di contenuto",null,"Cover; CONTENTS; EDITORIAL ADVISORY BOARD; Beginning principals: balancing at the top of the greasy pole; Complexity and the beginning principal in the United States: perspectives on socialization; Sitting in the \"hot seat\": new headteachers in the UK; Canadian perspectives on beginning principals: their role in building capacity for learning communities; New principals in Africa: preparation, induction and practice; Asking the hard questions: being a beginning principal in Australia; Inner worlds and outer limits: the formation of beginning school principals in Hong Kong"]
[{"$nulls":4},"Moving towards, into and through principalship: developing a framework for researching the career trajectories of school leadersBook review;"]
[null,null,null,"Sommario/riassunto","Given what is known about the impact of principal leadership in schools and its place in improving the learning and life of students it is important that we understand where beginning principals are coming from (in terms of motivation and preparation), what they are expected to do and what they actually do (how effective they are), the problems they face, how to support them (professionally and psychologically) and how to turn them onto ongoing learning and improvement.  Exploring such questions must be the joint responsibility of policy-makers, pre-and in-service providers and, perhaps most i"]