The Principal and School Improvement Theorising Discourse, Policy, a
This book investigates the localised effects of reform by exploring the impact of a school improvement policy agenda on the work of three experienced principals. It presents three longitudinal case studies within a shared specific leadership context in Qu
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Amanda Heffernan
The Principal and School Improvement Theorising Discourse, Policy, and Practice
Educational Leadership Theory Series editors Scott Eacott, School of Education, University of New South Wales, Sydney, Australia Richard Niesche, School of Education, University of New South Wales, Sydney, Australia
The Educational Leadership Theory book series provides a forum for internationally renowned and emerging scholars whose ongoing scholarship is seriously and consequentially engaged in theoretical and methodological developments in educational leadership, management and administration. Its primary aim is to deliver an innovative and provocative dialogue whose coherence comes not from the adoption of a single paradigmatic lens but rather in an engagement with the theoretical and methodological preliminaries of scholarship. Importantly, Educational Leadership Theory is not a critique of the field—something that is already too frequent—instead, attention is devoted to sketching possible alternatives for advancing scholarship. The choice of the plural ‘alternatives’ is deliberate, and its use is to evoke the message that there is more than one way to advance knowledge. The books published in Educational Leadership Theory come from scholars working at the forefront of contemporary thought and analysis in educational leadership, management and administration. In doing so, the contributions stimulate dialogue and debate in the interest of advancing scholarship. International Editorial Board Ira Bogotch, Florida Atlantic University, USA Fenwick W. English, University of North Carolina, USA Gabriele Lakomski, University of Melbourne, Australia Paul Newton, University of Saskatchewan, Canada Izhar Oplatka, Tel Aviv University, Israel Jae Hyung Park, Education University of Hong Kong, Hong Kong Eugenie Samier, American University of Ras al Khaimah, UAE Roberto Serpieri, Università di Napoli Federico II, Italy Dorthe Staunaes, Aarhus University, Denmark Yusef Waghid, University of Stellenbosch, South Africa Jane Wilkinson, Monash University, Australia
More information about this series at http://www.springer.com/series/15484
Amanda Heffernan
The Principal and School Improvement Theorising Discourse, Policy, and Practice
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Amanda Heffernan Faculty of Education Monash University Clayton, VIC, Australia
ISSN 2510-1781 ISSN 2510-179X (electronic) Educational Leadership Theory ISBN 978-981-13-1494-0 ISBN 978-981-13-1495-7 (eBook) https://doi.org/10.1007/978-981-13-1495-7 Library of Congress Control Number: 2018947495 © Springer Nature Singapore Pte Ltd. 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Th
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