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"Distributive Leadership" is a new concept in education. It has to do with the ways in which leadership is exercised in everyday practice through communications and actions, and via others in the school community like teachers and parents. In this book, James Spillane, the leading expert on "Distributive Leadership," explores the distribution of leadership among various people in the school, and the extent and ways in which leadership is stretched over tools and physical materials in the organization such as _ memos, scheduling procedures, evaluation protocols, computer programs, and more.
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Etude sur l'école en tant qu'institution destinée à remodeler le système scolaire pour qu'il remplisse son rôle. Trois parties : 1. Identification des tendances de l'enseignement américain et européen durant les dernières décennies - 2. Diagnostic des malaises à la base de l'inadéquation entre l'école et la société - 3. Réévaluation de l'école en tant qu'institution. Le sous-titre de l'édition anglaise résume bien le sens de l'ouvrage : "a comparative study of the school and its future in Western society." (books.google.be)
Enseignement --- Onderwijs --- Education --- Psychology --- Psychologie --- School management and organization --- Educational equalization --- Right to education --- School management and organization - United States --- Educational equalization - United States --- Right to education - United States
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This volume of the Schooling for Tomorrow series goes beyond the OECD’s own set of educational futures already published. It discusses how to develop scenarios and use them to address the challenges confronting policy and practice. Its chapters give both authoritative scholarly overviews and very practical lessons to be applied, including from Jay Ogilvy, a prominent exponent of scenario thinking for the business world, and school change expert Michael Fullan. This book is relevant for the many – policy makers, school leaders and teachers – concerned with the long-term future of education.
Education and state. --- Education, Primary. --- Educational accountability. --- Educational planning -- United States. --- School management and organization -- United States. --- Education and state --- Education, Special Topics --- Education --- Social Sciences --- Education policy --- Educational policy --- State and education --- Government policy --- Social policy --- Endowment of research
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Examines five accountability models--two from the manufacturing sector; a performance incentive model used in the evaluation of job training programs for the poor; accountability in the legal sector; and accountability in health care as shown by clinical practice guidelines, use of statistical risk-adjustment methods, and the public reporting of health performance measures. The authors summarize the models? effectiveness and draw lessons for implementing the No Child Left Behind Act.
Educational accountability--United States. --- Organizational effectiveness--Evaluation. --- School management and organization--United States. --- Theory & Practice of Education --- Education --- Social Sciences --- Educational accountability --- School management and organization --- Organizational effectiveness --- Evaluation.
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School management --- Research on teaching --- United States --- School management and organization --- Educational change --- -Educational administration --- Inspection of schools --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Educational planning --- Management --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational innovations --- Inspection --- Management and organization --- -Educational change --- School management and organization - United States --- United States of America
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Enseignement --- Onderwijs --- Education --- School management and organization --- Administration scolaire --- Aims and objectives --- Philosophy --- Finalités --- Philosophie --- Finalites --- Finalités --- Administration scolaire - Etats-Unis --- Education - Finalites - Etats-Unis. --- Education - Etats-Unis - Philosophie --- Education - Aims and objectives - United States --- Education - United States - Philosophy --- School management and organization - United States
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Career education --- Education --- Educational change --- Educational equalization --- School management and organization --- Préparation à une carrière --- Enseignement --- Démocratisation de l'enseignement --- Administration scolaire --- Aims and objectives --- Finalités --- Réforme --- Préparation à une carrière --- Démocratisation de l'enseignement --- Finalités --- Réforme --- Education - Aims and objectives - France. --- Educational equalization - France. --- Career education - France. --- School management and organization - United States.
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School management and organization --- Universities and colleges --- Administration --- -#SBIB:316.334.1O230 --- Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Public institutions --- Schools --- Education, Higher --- Geplande onderwijsverandering --- #SBIB:316.334.1O230 --- School management and organization - United States --- Universities and colleges - United States - Administration
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School management and organization --- Conflict management --- -Conflict management --- -Conflict control --- Conflict resolution --- Dispute settlement --- Management of conflict --- Managing conflict --- Management --- Negotiation --- Problem solving --- Social conflict --- Crisis management --- Educational administration --- Inspection of schools --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Educational planning --- Inspection --- Management and organization --- -School management and organization --- School management and organization - United States --- Conflict management - United States
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This study documents actions of Wallace Foundation grantees to create more-cohesive policies and initiatives to improve instructional leadership in schools; describes how states and districts have worked together to forge such policies and initiatives; and examines the hypothesis that cohesive systems improve school leadership. Such efforts appear to be a promising approach to developing school principals engaged in improving instruction.
Education and state --United States. --- Educational change --United States. --- Educational leadership --United States. --- Public schools --United States. --- School management and organization --United States. --- School principals --United States. --- Educational leadership --- School management and organization --- Educational change --- School principals --- Public schools --- Education and state --- Theory & Practice of Education --- Education --- Social Sciences
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