Contributors

The Editors

Tony Townsend commenced as Professor and Chair of Public Service, Educational Leadership and Management at the University of Glasgow in January 2009. Prior to that he spent 5 years as Professor and Chair of the Department of Educational Leadership in the College of Education at Florida Atlantic University and more than 20 years in the Faculty of Education at Monash University in Australia. From 1987 to 1996, he served as a Regional Director of the International Community Education Association’s Pacific Region. He has been the President of the Australian Association for Community Education (1986), the International Congress for School Effectiveness and Improvement (1999–2001), and the International Council on Education for Teaching (2003–2006). He has been the Myron and Margaret Winegarden visiting Professor at the University of Michigan (2002–2003) and visiting Professor in Pretoria (2006) and Durban (2008), South Africa; Saskatoon, Canada (2000); Macau (2006); and Malaysia (2007–2010). In May 2005, he was in the Australian Council for Educational Leaders’ Travelling Scholar. He has published extensively in the areas of leadership, school effectiveness, school improvement, and community education and development, in Australia, Europe, and North America. His recent books include the following: • The Elusive What and the Problematic How: The Essential Leadership Questions for School Leaders and Educational Researchers, (2008), Sense (edited with Ira Bogotch) • Teacher Education in Times of Change: Globalization, Standards and Professionalism (2007), Springer (edited with Richard Bates) • The International Handbook of School Effectiveness and Improvement (2007), Springer (Edited)

John MacBeath is Professor Emeritus at the University of Cambridge where he has held the Chair of Educational Leadership since 2000. He is currently the Project Director for the Commonwealth Centre in Education. From 1997 to 2001 he was a member of the Tony Blair’s Task Force on Standards and from 1997 to 1999 Scotland’s Action Group on Standards. In 1997, he received the OBE (Order of the British

T. Townsend and J. MacBeath (eds.), International Handbook of Leadership 1255 for Learning, Springer International Handbooks of Education 25, DOI 10.1007/978-94-007-1350-5, © Springer Science+Business Media B.V. 2011 1256 Contributors

Empire) for services to education. International consultancies have included OECD (Organisation for Economic Cooperation and Development), UNESCO (United Nations Educational, Scientific and Cultural Organization) and ILO (International Labour Organisation), the Bertelsmann Foundation, the European Commission, and an EU working party on European indicators. In 2006 he assumed the Presidency of the International Congress on School Effectiveness and Improvement. In June 2008 he received an honorary doctorate from the University of Edinburgh. Since 1997 he has been a consultant to the Hong Kong Education Bureau on school self-evaluation, external school review, and implementation of the new 3-3-4 reform.

The Regional Editors

Thuwayba Al Barwani is the Dean of the College of Education at Sultan Qaboos University in Oman. She is a member of the State Council (the upper chamber in Parliament) and previously served as Deputy Minister of Social Affairs and also Deputy Minister of social Development. She is a member of the Council for Higher Education and a member of the Board of Trustees of Al Sharqiya Private University. She is an Associate Professor of Curriculum and Instruction (EFL) and her research interests include quality assurance in higher education, innovation in school education, education and gender, education and family dynamics, professional development of teachers, and EFL teaching and learning.

Beatrice Avalos is an associate researcher of the Centre for Advanced Research in Education, University of Chile, and is currently the Head of a research project on the teaching profession in Chile. Until recently, she was a national coordinator of the IEA TEDS-M study in Chile on initial teacher education. She has published extensively on themes related to teachers, teacher education, policy, and educational development. Among her recent publications in English are Educational change in ‘Chile: Reform or improvements (1990–2007)’ in A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change. Dordrecht, Netherlands: Springer, in press; ‘Teachers and accountability: The case of Chile’ in M. T. Tatto (Ed.), Reforming teaching globally. Oxford, UK: Symposium Books, 2007; ‘School improvement in Latin America: Innovations over 25 years (1980–2006)’ in T. Townsend (Ed.), International handbook of school effectiveness and improvement. Dordrecht, Netherlands: Springer, 2007.

Ira Bogotch is a Professor of school leadership at Florida Atlantic University. In the late 1990s, Ira facilitated the development of state leadership standards in Louisiana. He is coediting an international handbook on social justice scheduled for publication in 2013. Ira is also the Associate Editor for the International Journal of Leadership and Education. His most recent publications include two books with Sense Publishers, Radicalizing Educational Leadership: Dimensions of Social Justice (2008) with coauthors, Floyd Beachum, Jackie Blount, Jeffrey Brooks, Fenwick, and English and The Elusive What and the Problematic How: The Essential Leadership Questions for School Leaders and Educational Researchers (2008), coedited with Tony Townsend. Contributors 1257

He has published recently in Educational Administration Quarterly, Teaching and Teacher Education and Intercultural Education.

Vitallis Chikoko is a Professor of Education Leadership in the Faculty of Education, University of KwaZulu-Natal, South Africa. He is currently the Head of the School of Education Studies. He has published in the following areas: decentralization of education in Africa, school governance, school clusters as an education reform, rural education, leadership development in education, and higher education. His current research interests are in the leadership of education in rural contexts and leadership development in education.

Neil Dempster is a Professor of educational leadership in the Faculty of Education at Griffith University, Brisbane, Australia.

Lejf Moos is a Professor at the Danish School of Education, Aarhus University, Copenhagen, and Professor at The Norwegian University of Science and Technology. His research interests are school leadership, governance, school development, and evaluation. He has participated in several national and international research projects. He is a coeditor in chief of Educational Assessment, Evaluation and Accountability and the President of the European Educational Research Association.

Jim O’Brien is Professor Emeritus at the University of Edinburgh having recently retired from the Deanship of the Moray House School of Education. He continues to write and research and is an Associate Editor of Professional Development in Education. He has published numerous articles and papers and several books focusing on leadership and professional learning, his most recent book being The Social Agenda of the School, Dunedin Academic Press, Edinburgh.

Larry Sackney is Professor Emeritus at the University of Saskatchewan and Adjunct Professor at Simon Fraser University. He has authored/coauthored five books, numerous refereed articles and book chapters, and over 100 technical reports, and has done consultations nationally and internationally. His research interests include learning communities, leadership, system planning, and organizational theory. His most recent book coauthored with Coral Mitchell is Sustainable Improvement: Building Learning Communities that Endure (Sense Publishers).

Allan Walker is a Chair Professor of International Educational Leadership, Head of the Department of Education Policy and Leadership, and Director of The Joseph Lau Luen Hung Charitable Trust Asia Pacific Centre for Leadership and Change at The Hong Kong Institute of Education.

The Contributors

Richard H. Ackerman is currently an Associate Professor of Education at the University of Maine College of Education and Human Development. Ackerman is the coauthor of Uncovering Teacher Leadership with Sarah Mackenzie as well as The Wounded Leader: How Real Leadership Emerges in Times of Crisis with Pat Maslin-Ostrowski. 1258 Contributors

Inés Aguerrondo is the Former Undersecretary of Educational Programming, Ministry of Education of Argentina. She is currently a researcher at the IIEP/ UNESCO-Buenos Aires and consultant to international organizations. She teaches in the Master of Educational Policy and Planning at the University of San Andrés (UDESA) and is the Management Area Coordinator of the Department of Education, Catholic University of Argentina.

Dorothy Andrews is an Associate Professor and the Director of the School Leadership Institute at the University of Southern Queensland, Toowoomba, Australia. Dorothy is also the National Director of the whole school improvement program—IDEAS. Her research interests include leadership and school improvement, in particular, teacher leadership and capacity building for sustainable improvement. Dorothy coedits the Australian Council for Educational Leaders Journal – Leading and Managing.

Alan Bain is an Associate Professor of inclusive education at Charles Sturt University, Australia, and an international consultant to schools, education systems, and industry on technology integration and school reform.

Floyd D. Beachum is the Bennett Professor of Urban School Leadership at Lehigh University. He is also an Associate Professor and a program coordinator for the Educational Leadership program in the College of Education. His research interests include leadership in urban education, moral and ethical leadership, and social justice issues in K-12 schools. He is a coeditor of the book Urban Education for the twenty-first Century: Research, Issues, and Perspectives and a coauthor of the book Radicalizing educational leadership: Dimensions of social justice.

Helen Beck is the Manager of the Student Success Branch of the Student Achievement Division in the Ministry of Education responsible for leading initiatives to support secondary schools in Ontario. Previously she worked in the Educational Leadership Division of the Ontario Principals’ Council and as the secondary school principal and system leader in Ontario.

Russell Bishop is a foundation Professor of Maori Education in the Faculty of Education at the University of Waikato, Hamilton, New Zealand. He is the Developer and Project Director of Te Kotahitanga, a large-scale education reform project currently operating in 50 secondary schools in New Zealand.

Jim Brandon is an educational consultant currently contracted to the College of Alberta School Superintendents as its Director of Leadership Capacity Building. Dr. Brandon served in the superintendency of two Alberta school systems for a total of 23 years. Jim teaches in the graduate leadership programs of the Universities of Alberta, Calgary, and Lethbridge with research interests, workshops, and publications in the areas of educational leadership, school and system improvement, and educational assessment and quality teaching.

Francesca Brotto is a School Head and Teacher Educator currently seconded as Senior Aide and Adviser to the Director General for International Relations of the Italian Ministry of Education and Research. She has participated in expert groups Contributors 1259 for the European Commission and the Council of Europe on matters especially relating to language learning, intercultural and citizenship education, and impacting also school improvement and leadership.

Sara Bubb has an international reputation in staff development and new teacher induction. As well as being a Senior Lecturer at the Institute of Education, University of London, she is England’s Advanced Skills Teacher network leader. Her 14 books include Successful Induction, The Insider’s Guide for New Teachers, and, with Peter Earley, Helping Staff Develop in Schools and Leading and Managing Continuing Professional Development.

John Burger is the Director of Schools for the Rocky View School Division, located in Airdrie, Alberta. His current research focuses on educational leadership development, data-informed decision-making within critically reflective leadership models, development of balanced and holistic student assessment models, and value-added data models to inform program evaluation and development within networked school-jurisdiction and state/provincial-level applications. Additional interests include teacher education reform, top–down/bottom–up accountability and high school completion supports.

Chris Chapman is a Professor of Education at the University of Manchester where he continues to develop his research interests and leads a series of externally funded research projects exploring the relationship between change, improvement, collaboration, and organizational structure in urban and challenging contexts. In addition to his research, Chris also directs MA programs and works as a consultant and advisor to schools, local authorities, and government agencies.

Chiome Chrispen is the program coordinator for Educational Management, Policy and Leadership in the Department of Educational management and Leadership at the Zimbabwe Open University.

Simon Clarke is a Professor and the Deputy Dean of the Faculty of Education at The University of Western Australia where he teaches, supervises, and researches in the substantive area of educational leadership and management.

Marg Connor is the Director of the Leadership Development Branch for the Ontario Ministry of Education with the responsibility for the development and implementation of the Ontario Leadership Strategy. Prior to working on leadership, Marg worked on the development and implementation of the New Teacher Induction Plan for new teachers in Ontario.

Clive Dimmock is currently a Professor of Research in Educational Leadership at the National Institute of Education, Nanyang Technological University, Singapore, and also Professor Emeritus at the University of Leicester, United Kingdom. He is presently leading a system-wide project on school leadership and organizational change in Singapore.

Gordon A. Donaldson, Jr. has taught at the graduate level at the University of Maine for 26 years, has cofounded several leadership development programs, and has been 1260 Contributors a part of the principal center movement. His books include Learning to Lead (Greenwood, 1991); Making Sense as a School Leader (with Richard Ackerman and Becky van der Bogert; Jossey-Bass, 1996); Working Together in Schools (with David Sanderson; Corwin, 1996); Becoming Better Leaders (with George Marnik; Corwin, 1995); Cultivating Leadership in Schools (Teachers College Press, 2001; 2006); and How Leaders Learn (Teachers College Press, 2008).

Eleanor (Ellie) Drago-Severson is an Associate Professor of Education Leadership at Teachers College, Columbia University. Her recent books are Helping Teachers Learn (Corwin, 2004), Becoming Adult Learners (Teachers College Press, 2004), and Leading Adult Learning (Corwin/Sage Press, 2009).

Peter Earley is the Director of Academic Affairs at the London Centre for Leadership in Learning at the Institute of Education, University of London. His most recent books include Earley, P., & Jones, J. (2010). Accelerated leadership development: fast-tracking school leaders; Earley, P., & Porritt, V. (Eds.). (2009). Effective practices in continuing professional development: lessons from schools, and with Sara Bubb, Helping staff to develop in schools (2010), Thousand Oaks, CA: Sage.

Fenwick W. English is the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill. He has served at five other universities in the capacities of department chair, dean, and vice-chancellor of academic affairs. His publications include 26 books, numerous book chapters, monographs, and referred journal articles. In addition he has served as the General Editor for the 2005 SAGE Handbook of Educational Leadership; the 2006 SAGE Encyclopedia of Educational Leadership and Administration (2 volumes); and the 2009 SAGE Major Works Series in Educational Leadership and Administration (4 volumes). He is the author of recent texts including The Art of Educational Leadership (2008); The Anatomy of Professional Practice (2009); and, with Rosemary Papa, Restoring Human Agency to Educational Administration (2010).

Abdelkader Ezzaki has been a Professor of Education in Morocco and in a number of foreign universities. He has consulted on several international projects and published several academic articles and training modules in Arabic, French, and English. At present, he is an educational expert with the ‘Creative Associates International,’ and the Deputy Chief of Party of the ITQANE-USAID project in Morocco.

Fatt Hee Tie is an Associate Professor at the University of Malaya in Kuala Lumpur, Malaysia. He is the Deputy Director at the Institute of Principalship Studies. He has also taught in secondary schools and at a teaching training college. His area of research includes leadership, school governance, and education law.

Dean Fink is an independent consultant with experience in 31 countries. He is a former teacher, principal, and superintendent in Ontario Canada and is the author of seven books. His most recent one is The Succession Challenge: Building and sustaining leadership capacity through succession management (Sage/Corwin). Contributors 1261

Christine Forde is a Professor of Leadership and Professional Learning in the School of Education at Glasgow University. She is involved in a number of projects on leadership development including Scottish Qualification for Headship (SQH) and the development of teacher leaders. She has published several books and articles on leadership and teacher development and on gender in education.

David Frost works in the Faculty of Education at the University of Cambridge. He is a member of the ‘Leadership for Learning’ group at Cambridge. His research focuses on teacher leadership, student leadership, and school development. He is the coordinator of the HertsCam Network and editor of the journal ‘Teacher Leadership.’

Michael Gaffney is a Professor of Educational Leadership at the Australian Catholic University. He has wide experience as a teacher, education system senior executive, researcher, consultant, and policy adviser to Australian governments in educational leadership, policy, curriculum, and teaching practices.

Mary Jean Gallagher is the Chief Student Achievement Officer of Ontario and is the Assistant Deputy Minister of the Student Achievement Division, Ministry of Education, Ontario. Mary Jean oversees both elementary and secondary student success. Leveraging her passion for student learning, student achievement continues to rise across Ontario under her leadership.

Bob Garneau has worked with the Alberta Ministry of Education’s Professional Standards Branch for 4 years where he leads the initiative to develop a School Leadership Framework. He came to the Ministry with 35 years of teaching and school leadership experience. Bob was a principal representative on the Stakeholder Advisory Committee that developed the Principal Quality Practice Guideline.

Jonathan Goh is an Associate Professor in the Policy and Leadership Studies department, National Institute of Education, Nanyang Technological University in Singapore. His research interests include school leadership, educational management, and marketing; and he is presently part of the research team investigating Singapore school leadership.

Chris Gonnet is the Superintendent of Schools of the Grande Prairie Public School District #2357. He joined the Grande Prairie Public School District in 2006. Prior to joining the Grande Prairie Public School District, he served as a Director of Learning for the Yukon Department of Education. In each of these portfolios he has provided a major leadership role in helping design, support, and facilitate Evidence-Based Planning and Decision Making for School, District, and System improvement.

Mark Hadfield is a Professor of Education in the Centre for Developmental and Applied Research in Education in the School of Education at the University of Wolverhampton. He has been researching and writing about the leadership of collaborative reform efforts between schools for over 10 years. His more recent publications include his book on Leading school-based networks (2009) and a review of the existing literature on school-to-school networks, The Impact of Networking and Collaboration: the existing knowledge base (2006) for the National College for School Leadership. 1262 Contributors

Philip Hallinger is a Chair Professor at the Hong Kong Institute of Education where he also holds a position as the Director of the Asia Pacific Centre for Leadership and Change. He received his Ed.D. in Administration and Policy Analysis from Stanford University and is noted for his research on school leadership effects, educational change, and problem-based leadership development.

Ronald H. Heck is the Department Chair of Educational Administration at the University of Hawaii at Manoa. He graduated with his Ph.D. in Organizations and Policy from the University of California-Santa Barbara. He is noted for his research on principal effects, school improvement, educational policy, and quantitative research methods.

Stephan Gerhard Huber is the Head of the Institute for Management and Economics of Education (IBB), University of Teacher Education Central Switzerland (PHZ) Zug. He is a coopted member of the Erfurt School of Education at the University of Erfurt, Germany, Honorary Research Fellow of the School of Education, Faculty of Humanities, University of Manchester, and Senior Research Fellow of the Center for Leadership and Change, University of Teacher Education, Hong Kong.

Stephen L. Jacobson is a Professor of Educational Administration at the University at Buffalo (UB) – State University of New York. His research interests include effective principal leadership in challenging schools, the reform of school leadership preparation and practice, and teacher compensation and labor market behavior. He has served as the President of the American Education Finance Association and the University Council for Educational Administration.

Paula Jervis-Tracey is a Lecturer in Education and the Director of the Professional Experience Office at Griffith University, Brisbane, Australia. Her current research focuses on professionals living and working in rural communities.

Olof Johansson is a Professor of political science and chair of the Centre for principal Development at Umeå university in Sweden. His research interests are school leadership, principal training, values and ethics in relation to schools and their leadership, governance, school development, and evaluation.

Greer Johnson is a Professor of Education and the Director of the Griffith Institute for Educational Research at Griffith University, Brisbane, Australia. Her current research involves narrative inquiry into leading learning in schools and workplaces.

Lauri Johnson is an Associate Professor in the Department of Educational Leadership and Higher Education at Boston College where she teaches leadership courses with a focus on equity and social justice issues and directs a statewide Ed.D. program for practicing school administrators (PSAP). Her research interests include historical and contemporary studies of the role of community activism in urban school reform and culturally responsive leadership in national and international contexts.

Julius Jwan is a Senior Lecturer of Educational Leadership and Management in the School of Human Resource and Development, Moi University, Kenya. Contributors 1263

Michael Knapp is a Professor of Educational Leadership and Policy Studies and the Director of the Center for the Study of Teaching and Policy in the College of Education at the University of Washington. His teaching and research focus on educational leadership and policymaking, school and school system reform, the professional learning of teachers and administrators, and methods of inquiry and policy analysis.

Kenneth Leithwood is a Professor of Educational Leadership and Policy at OISE/ University of Toronto and an advisor to the Ontario Ministry of Education’s Leadership Development Branch. His most recent books include Leading School Turnaround ( with A. Harris & T. Strauss, Jossey Bass), Distributed Leadership According to the Evidence (with B. Mascall & T. Strauss, Routledge, 2008), and Leading With Teachers’ Emotions In Mind (Corwin, 2008). His most recent research was a Wallace Foundation–supported study, with colleagues, aimed at determining how state, district, and school-level leadership influences student learning. Professor Leithwood is a Fellow of the Royal Society of Canada.

Ben Levin is a Professor and Canada Research Chair in Education Leadership and Policy at the Ontario Institute for Studies in Education, University of Toronto. He has served as the Deputy Minister for Education for the Province of Ontario, Deputy Minister of Advanced Education, and Deputy Minister of Education Training and Youth for the Province of Manitoba, and has built an academic and research career as well. He has published five books, the most recent being “How to Change 5000 Schools,” and more than 200 other articles on education.

Alf Lizzio is the Head of School of Psychology, Griffith University in Queensland, Australia, where he is a member of the Behavioural Bases of Health Research Centre.

Susan Lovett is a Principal Lecturer at the College of Education, University of Canterbury, Christchurch, New Zealand. Her research and teaching interests focus on teacher learning and development, pathways into leadership roles, teacher leadership, school improvement initiatives, curriculum development, and school and community learning partnerships.

Sarah V. Mackenzie is an Associate Professor of Educational Leadership in the College of Education and Human Development at the University of Maine. She coedited (with Richard Ackerman) Uncovering Teacher Leadership: Essays and Voices From the Field (Corwin, 2007), a compilation of writing focused on the inner lives of teacher leaders. She and her husband, G. Calvin Mackenzie, have authored Now What? Confronting and Resolving Ethical Issues (Corwin, 2010).

George F. Marnik has worked as an educator throughout Maine for nearly three decades. Much of his career has been as a high school teacher and principal. He also worked as a regional facilitator in the Maine Academy for School Leaders and the Maine School Leadership Network. For the last several years, he has taught at the University of Maine as a Clinical Instructor of Educational Leadership. 1264 Contributors

Grzegorz Mazurkiewicz is a Professor at the Institute for Public Affairs in the Faculty of Management and Social Communication at Jagiellonian University in Krakow, Poland.

Carlos R. McCray is an Associate Professor at Fordham University in New York at the Lincoln Center where he teaches a seminar on ethics and social justice. His research interests include multicultural education and building level leadership. He has also done extensive research on issues surrounding urban education. His work has appeared in journals such as the Journal of School Leadership, the Journal of Cases in Educational Administration, Urban Education, and the International Journal of Education Policy and Leadership. He is also coauthoring a book titled, Cultural collision and collusion: Reflections on hip-hop culture, values, and schools.

Margery McMahon is the Director of the Glasgow University International Educational Consultancy (GUIEC) and until 2010 was the Head of the Department of Educational Studies at the University of Glasgow. She is also the Program Director of the postgraduate Chartered Teacher Programme, and she has undertaken research relating to Chartered Teachers including Evaluating Accomplished Teaching (2009–2010) and the Impact of Chartered Teacher (2007–2008).

Coral Mitchell is a Professor in the Faculty of Education at Brock University. Her educational career has included classroom teaching and system consulting in elementary and secondary schools. Her research agenda addresses the development of learning communities, capacity building for improved professional practice, and the educational role of school leaders, with a focus on how to construct life-enhancing educational organizations and administrative practices.

Jorunn Møller is a Professor in the Department of Teacher Education and School Research at the University of Oslo. Her research interests are in the areas of educational administration and leadership, supervision, and reform policies and school evaluation. She has been involved in a range of research projects on educational leadership and policy change.

Liliana Montenegro is an Associate Professor at the Pontificia Universidad Católica Madre y Maestra (PUCMM). In the Dominican Republic, she has been the Director for the Center for Excellence for Teacher Training in the Dominican Republic (CETT-DR) since 2002 and the Academic Coordinator, Spanish Area, for the Effective School Program.

Daniel Muijs is a Professor of Education at the University of Southampton. His research interests lie in the areas of educational effectiveness, leadership, and research methodology. He is the editor of the Journal School Effectiveness and School Improvement and a member of a variety of international networks in the field of educational effectiveness.

Gonzalo Muñoz is a Professor in the Faculty of Education at the Alberto Hurtado University in Chile. He is the Research Director of the Education Section of Contributors 1265

Fundación Chile, and is an associate researcher in the Centre for Studies of Policies and Practices in Education (CEPPE). He has published several books and articles on Educational Reform in Chile and School Effectiveness in Poverty Areas.

Mupa Paul works in the Department of Quality Assurance at the Zimbabwe Open University.

Inbanathan Naicker is a Lecturer in Educational Leadership, Management, and Policy in the School of Education and Development at the University of KwaZulu- Natal. He has taught in a range of educational contexts and has extensive experience in leading and managing schools. His research interests include leadership development, human resource management in education, and school governance.

Anna Nadirova is a Senior Research Officer in the People and Research Division of the Alberta Department of Education. Anna acts as the data steward for the division. Her research interests include designing applied studies in education, comprehensive data analysis and its practical applications at the state/provincial, jurisdiction, and school levels, statistical methodology, program evaluation, education workforce professional and leadership development, and student outcomes.

Elisabet Nihlfors is a researcher at Uppsala University/STEP Research Unit for Studies in Educational Policy and Educational Philosophy. Her interest is how the work of superintendents is changed with altering governments and the establish- ment of the municipality as an education policy arena. She is also the Secretary General of Educational Sciences of the Swedish Research Council.

Charles Ong’ondo is a Lecturer of Language Teacher Education in the School of Human Resource and Development, Moi University, Kenya.

Mohamed Eltahir Osman is the Assistant Dean for Post Graduate Studies & Research at the College of Education, Sultan Qaboos University. He is also an Assistant Professor in the Department of Instructional and Learning Technologies. He has presented and researched extensively on issues related to quality assurance, web-based learning environments, human resources development, and student empowerment. He has also served as a reviewer for a number of journals including the American Journal of Educational Technology Research & Development.

Eli Ottesen is an Associate Professor in the Department of Teacher Education and School Research at the University of Oslo. Her research interests are in the areas of workplace learning in schools, educational administration and leadership, and supervision.

Jan Merok Paulsen received his Ph.D. in educational leadership in 2008. His present work encompasses a Norwegian national study of school superintendent leadership that is a part of a larger Nordic research project.

Laurie Pedwell is an Education Officer in the Leadership Development Branch of the Ontario Ministry of Education. Prior to working for the ministry Laurie was a secondary school principal for the Peel District School Board in Ontario, working 1266 Contributors in large secondary schools and in the central board office as an instructional coordinator supporting 30 secondary schools.

Barry Pervin is the Assistant Deputy Minister of Instruction and Leadership Development Division for the Ontario Ministry of Education with responsibility for leadership, teaching policy and standards, labour relations and governance, school learning environments, and inclusive education in schools. Bradley S Portin is Professor and Director of the Education Program at the University of Washington, Bothell. He has been co-principal investigator for two Wallace Foundation-funded studies and co-authored a number of monographs and articles on the topics of the principalship and learning-focused leadership. Dr. Portin maintains extensive links with researchers internationally in their efforts to expand preparation, support, and research for school leaders.

Qian Haiyan works at the Institute of Higher Education, Fudan University in Shanghai, China. She got her Ph.D. degree from the Chinese University of Hong Kong in 2009. Her major research interests include school leadership and educational change in China.

Qing Gu is an Associate Professor in the School of Education, University of Nottingham, United Kingdom. Her research interests are teacher professional development, school leadership and improvement, and intercultural learning.

Peter Henrik Raae is an Associate Professor, Ph.D., at the University of Southern Denmark, Odense. His research interests are school leadership and education policy implementation. He is in school leader education and has headed several national evaluation projects concerning education reforms.

Dagmar Raczynski is the Director of Asesorías para el Desarrollo in Chile and is a Professor of Sociology at the Catholic University in Santiago. She has published several books and articles on the issues of social and educational policies, inequality, poverty, decentralization, and local government. She coauthored with Gonzalo Muñoz “Chilean Educational Reform: The Intricate Balance Between a Macro and Micro Policy” in Springer’s International Handbook of Urban Education (2007).

Amelia Tantso Rampai is a Deputy School Principal at Mosamo Primary School in Lesotho

Steven Reid is currently seconded to the Leadership Development Branch, Ontario Ministry of Education, as a Senior Specialist of Education. Previously, he held various leadership roles such as Superintendent of Instruction, Bluewater District School Board and Central Coordinating Principal of Elementary Curriculum, Toronto District School Board. He is in the final stages of completing his doctoral degree at the University of Calgary.

Ulrich C. (Rick) Reitzug is a Professor of Educational Leadership at The University of North Carolina at Greensboro. He is a former editor of the Journal of School Leadership and has also served as an Associate Editor for Educational Administration Quarterly. His research interests are focused on democratic education Contributors 1267 and topics related to the principalship, particularly principal instructional leadership. He has published in the American Educational Research Journal (AERJ), Educational Administration Quarterly (EAQ), the Journal of Curriculum and Supervision, Urban Education, Educational Leadership, and other journals.

Mika Risku is a doctoral student working as a researcher and an Assistant Director at the Institute of Educational Leadership at the University of Jyväskylä in Finland. His work encompasses a comprehensive research program on educational leadership, funded by the Finnish Ministry of Education.

Greg Robson is a Professor in the School of Education at Edith Cowan University and its former head. He has held senior system leadership positions in government school sectors in Western Australia and South Australia in curriculum policy, planning, and human resources. He currently teaches in postgraduate leadership programs at Edith Cowan University.

Jim Ryan is currently a Professor in the Department of Theory and Policy Studies and Codirector of the Centre for Leadership and Diversity at the Ontario Institute for Studies in Education of the University of Toronto. His current research and teaching interests revolve around leadership, inclusion, and social justice. He is now working on a book entitled Struggling for Inclusion: Leadership in Neo- Liberal Times and conducting research into the political aspects of promoting inclusion and social justice.

Wilfried Schley was a Professor of Special Education at the University of Zürich, Switzerland. He is presently the Scientific Director of the Institute of Organizational Development and System Consulting (IOS) in Hamburg, Germany, and the President of the Leadership Foundation for Professional Education and Global Learning. He is the Scientific Codirector of the Austrian Leadership Academy.

Michael Schratz is Professor of Education at the Department of Teacher Education and School Research, University of Innsbruck, Austria, and is presently the Dean of the Faculty of Education. He is an Austrian representative for international coop- erations such as EU, ENTEP, OECD. He is the Scientific Codirector of the Austrian Leadership Academy.

James Skinner is an Associate Professor and faculty member of the Griffith Business School at Griffith University, Brisbane, Australia. His research interests are predominantly in culture, strategy, leadership, and change; and his research appears in leading sport journals.

Sue Swaffield is a Senior Lecturer at the University of Cambridge where she teaches and researches in the fields of educational leadership, school improvement, and assessment. Her work at the Faculty of Education builds on experience teaching in a variety of schools and she works as a local authority adviser.

Ekhleif Tarawneh is the President of the Higher Education Accreditation Commission (HEAC) in Jordan. He joined the Faculty of Education at Mu’tah University, Jordan, in 1993 and since has been the Vice Dean and Acting Chair of the Physical Education Department, Director of the Library, founding Dean of the 1268 Contributors

Faculty of Sports, Dean of Students’ Affairs, and Vice President for Academic Affairs at Mu’tah University.

Sue Thomas is an Associate Professor in the Faculty of Education at Griffith University in Queensland, Australia, where she is a member of its Institute for Educational Research. Her research investigates the interrelationships between education policy and other institutions, such as the media, schooling practices, and the professional identities of both teachers and educational leaders.

Denise Vaillant is a Professor in Educational Policy at the University ORT Uruguay and Universidad Alberto Hurtado, Chile, and consultant to several international organizations and author of articles and books on the subject of teacher education, educational reform, and innovation. She held various positions in the National Education Administration of Public Education in Uruguay. She is the Coordinator of the Working Group on Teacher Professionalization in Latin America (GTD- PREAL-ORT).

Lea Vezub is a Professor and researcher at the Institute of Educational Sciences, Faculty of Arts, University of Buenos Aires. She has been a consultant to IIEP/ UNESCO-Buenos Aires since 2003 and is a former Fellow of the National Council of Scientific and Technological Research of Argentina. She has produced several publications in the field of teacher training as well as papers and research reports for the National Teacher Training Institute, Ministry of Education of Argentina.

Frank Xue-Ju Wang is a Ph.D. candidate in the Department of Educational Administration and Policy at the Chinese University of Hong Kong. He studies the social organization of Chinese schools with a multidisciplinary approach. His dis- sertation is on power relations in Mainland China schools in recent decentralization and accountability reforms.

Louise Watson is an Associate Professor in the Faculty of Education at the University of Canberra, Australia, where she undertakes research on educational policy issues. Her research interests include school funding and accountability and the impact of standards-based reform on teaching and school leadership.

José Weinstein is currently the Head of the Education Section in the Fundación Chile. He was the Deputy Minister of education (2000–2003) and minister of culture in Chile (2003–2006). He is a consultant for various international organizations (World Bank, UNESCO, et al.) and has written around 40 articles in books, reviews, and periodicals centred on education, poverty, youth, and culture.

Deborah L. West recently received her Ed.D. from the University of North Carolina at Greensboro and is now an Assistant Professor in the Educational Leadership and Policy Studies Department at Eastern Kentucky University. She has published in journals such as Education Administration Quarterly, Journal of School Leadership, and Education and Urban Society, and has coauthored a chapter in the edited volume, Education and Hope in Troubled Times (Routledge). In addition, she has served as the Assistant Editor of the Journal of School Leadership. Contributors 1269

Helen Wildy is a Winthrop Professor and the Dean of the Faculty of Education at the University of Western Australia where she researches and publishes extensively in the field of educational leadership and school improvement.

Cathy Wylie is a chief researcher at the New Zealand Council for Educational Research. She has undertaken research on the impact of policy changes on New Zealand schools since 1989, focusing on the switch to school self-management that occurred then and on changes in the role of school leadership and governance; how policy impacts teaching practices and the development of professional learning communities; school improvement and its sustainability; the nature and impact of school choice in what could be described as a quasi-voucher system; and the coherence of the New Zealand education system as a whole. She also leads the longitudinal Competent Learners’ project, which has followed the development of a cohort from early childhood education through until school leaving, focusing on competency development and the development of learning identities.

Sally J. Zepeda is a Professor in the Department of Lifelong Education, Administration, and Policy at the University of Georgia. Her research, teaching, and service focus on supervision, evaluation, and the professional learning and development for teachers, principals, and other school leaders. Dr. Zepeda has authored 21 books and numerous articles, book chapters, monographs, and reports that detail research and best practices related to supervision, evaluation, and the work of the principal as instructional leader. Recent books include Instructional Supervision: Applying Tools and Concepts, and The Principal as Instructional Leader: A Handbook for Supervisors and The Instructional Leader’s Guide to Informal Classroom Observations. Professional Development: What Works.

Atta Taha Zidan is a Professor of curriculum and TEFL in the department of curriculum and instruction, Faculty of Education, Minia University, Egypt, where he also served as the Dean. He worked for EDC and AIR as Manager of ERP (Education Reform Program, E1), a USAID -funded project in the Fayoum Governorate, Egypt (2005–2009), which also scaled up to other four Egyptian Governorates including the 6th of October, Menofaya, Demietta and Giza.

Introduction to Leadership for Learning

Chapter 1 Leadership and Learning: Paradox, Paradigms, and Principles, John MacBeath and Tony Townsend

This opening chapter explores the varied, and sometimes confused, interpretations of leadership for learning. As an introduction to this volume it tries of lay some of the groundwork for navigating this complex territory, drawing on international studies that bring differing understandings of ‘learning,’ ‘leadership,’ and their 1270 Contributors interconnections. It suggests that there is important conceptual daylight between instructional leadership and leadership for learning, the key distinction to be found in the small but highly significant conjunction ‘for.’ It concludes with an elabora- tion of five principles developed in a seven-country study, suggesting that these may offer a scaffolding frame to bring to the wide-ranging discussions presented in the chapters contained in this book.

Part I: Major Themes in Leadership for Learning: An International Perspective

Chapter 2 U.S. Cultural History: Visible and Invisible Influences on Leadership for Learning, Ira Bogotch

Every nation has a unique cultural history. In the United States, political governance (e.g., public welfare) and economic power (e.g., property rights) have not only dominated educational reform discourses, but also have vied continuously to influence and reframe debates on leadership for learning. As such, the knowledge of U.S. cultural history should be important to educational leaders, most notably to provide school administrators with a cultural perspective for interpreting current practices and policies – and not see current educational reform(s) only within the narrow context of the present. The problem is that educators and researchers live and work in the present and, thus, have never had any educational experiences except what they know as educational reform policies and practices. Educators today have been unduly influenced by powerful economic forces, billionaire phi- lanthropists, foundations, and ideological think tanks, rather than by the many on- the-ground local school leaders. This chapter asks, “What would past U.S. revolutionaries James Madison, Horace Mann, John Dewey, Elsie Clapp, and Alice Miel say about educational leadership and reforms today?”

Chapter 3 Leadership for Learning in Canada, Larry Sackney

There are six chapters from Canada in this publication covering a broad range of issues considered important in understanding the demands placed on those leading and teaching in our schools. The six topics addressed are linked starting with a discussion of leadership for learning as it is being influenced by research and practice in the Canadian context (Mitchell & Sackney, 2010). This is followed by the succession challenges confronting educational jurisdictions in finding leaders that can provide instructional leadership that enhances teaching and learning in schools (Fink, 2010). Subsequent chapters address the moral issues administrators face in dealing with diversity (Ryan, 2010), the lessons learned from improving leadership Contributors 1271 on a large scale (Leithwood, Reid, Pedwell & Connor, 2010), the policy implications of building leadership capacity on a broad level (Pedwell, Levin, Pervin, Gallagher, Connor & Beck, 2010), and building internal and external accountability capacity through evidence-informed leadership at all system levels (Burger, Nadirova, Brandon, Garneau & Gonnet, 2010). This chapter summarizes Canadian contributions to policy, practice, and research on leadership for learning.

Chapter 4 Leadership Issues and Experiences in Latin America, Beatrice Avalos chapter is coming

The chapter sets the context in Latin America to which four specific chapters in the Handbook refer. Using data from the most recent regional evaluation of educational achievement, four types of countries are distinguished in terms of their learning results in the curricular areas measured. Results are linked to per capita income but also show an effect of schools and their conditions. Within this context, the main thrust of papers related to countries with high per capita income such as Chile and with low income such as the Dominican Republic in terms of school and teacher leadership is highlighted. The overall characteristics of the monitoring and supervisory roles of government (national and state) are the subject of a third paper centred on the need for appropriate mediations between state authority and school leadership, while the fourth paper is analyzed briefly in its presentation of the characteristics of school principles in the Latin American region.

Chapter 5 Transnational and Local Conditions and Expectations on School Leaders, Lejf Moos

The argument in this chapter is that school leaders need room to maneuver in order to be able to think and act as leaders for learning. Their latitude to maneuver is in many ways framed by the structures in which they strive to lead and by the external and internal expectations, both of the school and of school leadership. The Danish educational system provides the background for analysing structures in contemporary Neo-Liberal Public Management (NLPM) with its decentralization of finance, administration, and influence in polycentric states. It lends itself to the analysis of dominant discourses and social technologies in NLPM. Some key features are a back-to-basis trend and a mix of decentralization and recentralization, employing both hard and soft governance. It is argued that many of the current social technologies and trends are evident at the transnational level as well. On the basis of a number of initiatives, it becomes apparent that there are developing isomorphic forms of influence. A number of perspectives have been chosen to illustrate and discuss the broad and diverse range of expectations of school leaders. These include official 1272 Contributors

expectations from government and local authorities, from ideas advanced by the OECD, and from leadership theories. The chapter finishes with a presentation and discussion of findings from a successful international school principal research project, which examined how school leaders are able to maneuver their way through diverse and often conflicting expectations and mandates.

Chapter 6 Leadership for Learning in the United Kingdom, Jim O’Brien

This chapter reviews the chapters provided by the group of authors from the United Kingdom who contributed to this handbook. Further consideration of the issues that emerge is offered and the overall research findings are considered.

Chapter 7 Leadership and Learning: Making Connections Down Under, Neil Dempster

Five areas of research interest covered by authors contributing to the handbook from Australia and New Zealand are examined in this chapter. They cover political and policy environments and how they influence school leadership; the nature and extent of the professional preparation and development school leaders experience as they take up and fulfil their roles; the way in which leadership is shared and how those in positional authority are working with teachers to this end; strategies for the inclusion of parents and members of the wider community as leaders of children’s learning, especially the learning of the disadvantaged and marginalised; and the leadership roles of students. Added to this is a discussion of emerging research that is focused on documenting the effects of combinations of leadership actions taken systematically by school principals to improve children’s learning. The chapter concludes with a description of future research considered necessary in each of the five areas addressed.

Chapter 8 Leadership for Learning in the Middle East: The Road Travelled Thus Far, Thuwayba Al-Barwani

The chapter discusses issues raised by the World Bank Report (2008) and previous UNDP Arab Human Development Reports of 2002–2006 regarding the state of education in the Middle East and North Africa (MENA) region. These flagship reports agreed on some basic issues that were considered to be important in the future development of education in the region. Among them are quality of teaching, learning and assessment, culture of learning, culture of quality, educational leadership, Contributors 1273 and educational development and reform. The main question addressed in this chapter is as follows: How much progress has taken place in leadership for learning since these reports? Present efforts to address these issues by the MENA countries are analyzed and the work that remains to be done is identified. The chapter draws on the milestones as well as challenges presented in chapter contributions of promi- nent educators from Egypt, Morocco, Jordan, and Oman.

Part II: Theoretical and Contextual Frameworks for Leadership for Learning

Chapter 9 Researching Leadership: Toward a New Paradigm, Daniel Muijs

In this chapter, we present an analysis of recently published papers to explore what the dominant types of research in leadership currently are and to look at the underlying causal models and theories of action underpinning the methods and studies. A random sample of 500 articles from 6 educational leadership journals published between January 2005 and March 2010 was selected and classified by research method(s) and conceptual frameworks used. Results suggest that the pre- dominant modes of research in the field are case study and survey research methods, and that the majority of papers posit direct effects or direct effects/antecedents models, with just under 30% positing mediated effects models and just under 16% reciprocal models. Implications of these findings for research in educational leadership are discussed.

Chapter 10 A Multifaceted Perspective on Leadership for Learning: A Case Study of Morocco, Abdelkader Ezzaki

This chapter develops the view that ‘leadership for learning’ is a multidimensional quality and a multilateral effort, which is not the monopoly of any given individual or group of individuals or segment of the education sector. It examines how different professional groups and specialized institutions take initiatives and seek to enhance the quality of student learning. The facets that are examined include (a) the public facet, which is represented by the social critics who shape opinions on needed change and the specialized national and international organizations that provide the foundations for education reform, (b) the policy facet, represented by the reform makers and implementers who are the strategic learning leaders, (c) the training and supervision facet, represented by teacher education institutions and the corps of pedagogical inspectors, whose ‘leadership for learning’ consists of both 1274 Contributors maintaining the balance between change and protecting the status-quo, (d) the pedagogical facet, which comprises the curriculum and textbook designers and the mid-level implementers of learning-related change, (e) the school management facet, which pertains to the emerging roles of the school principals in promoting quality learning, and (f) the instructional facet, which is reserved to teachers as the frontline learning leaders. Beyond the layers of the official education system and the concern with students, ‘leadership for learning’ is also reflected in the effort made by education professionals for the sake of their own professional development. In the light of the discussion of the above facets, different generalizations are drawn about the nature of ‘leadership for learning.’

Chapter 11 Leadership for Learning: Research Findings and Frontiers from Down Under, Neil Dempster, Greg Robson and Mike Gaffney

This chapter explores some of the connections being made between leadership and learning by Australian and New Zealand researchers. It does so by reviewing a sample of recent research in both countries to highlight emerging concepts and findings. These findings are illustrated in the description and examination of the Principals as Literacy Leaders [PALL] Pilot Project, an action research project funded by the Australian Government. A series of implications from this leadership- focused research agenda Down Under is directed at politicians, policy makers, school leaders, parents, the wider community, and researchers themselves. The drive in these calls to action is aimed at giving learning the ongoing prominence it needs if leaders are to remain focused on the moral purpose of the school’s work. Finally, we conclude the chapter by highlighting leadership for learning research frontiers as questions to which research efforts should be directed in the future.

Chapter 12 A Developmental Framework for Instructional Leadership, Ulrich C. Reitzug and Deborah L. West

Instructional leadership has long been hailed as one of the most significant responsibilities of school principals. Although there has been much advocacy for principal instructional leadership, there has been far less explicit conceptualization of what instructional leadership encompasses. This chapter reports on interviews with 40 principals from 11 states in which the principals talk about their work in this era of high-stakes accountability. Specifically, in this chapter, we focus on their instructional leadership practice. Based on the analysis of the data, we propose a developmental framework of instructional leadership. We categorize instructional leadership Contributors 1275 into direct and indirect forms, with direct forms including linear, organic, and prophetic instructional leadership, and indirect forms being relational, empowering, and political instructional leadership.

Part III: System and Policy Issues on Leadership for Learning

Chapter 13 Quality and Accountability: Policy Tensions for Australian School Leaders, Sue Thomas and Louise Watson

This chapter examines the changing relationship between national policy and educational leadership in Australian schools. It examines the fluid and contested policy environment that continues to shape school leadership with its increasingly insistent demands for higher levels of quality and accountability. The chapter analyzes the discourses on quality that have underpinned the Australian policy field during the last decade and examines how these discourses informed struggles over the control of an emerging national framework of professional standards for school leaders. The analysis illustrates how complex, multiple, and sometimes contradictory discourses have shaped and constrained the professional practices of school leaders. It suggests that policies for quality and accountability create tensions between leading for quality and accountability and leading for learning. The chapter concludes with a call for school leaders to become more literate about the policy process in order to negotiate these tensions and thus provide a bridge between leadership for quality and accountability and leadership for learning.

Chapter 14 Leadership for Learning in China: The Political and Policy Context, Qian Haiyan and Allan Walker

This chapter aims to map the political and policy context that shapes how school leaders lead for student learning in Mainland China. Over the last decade the central government in China has moved to deemphasize the all-consuming ‘High Exam’ focus; the Exam tends to equate student learning with excellent results on standardized examinations. Despite clearly articulated reform intentions, school principals in China find themselves in ‘messy’ situations as they try to translate these intentions into the reality of their schools. There is tremendous pressure on principals from all directions to produce outstanding student exam performance. Based on a study conducted in Shanghai with a group of senior secondary school principals, the chapter argues that a considerable gap exists between policy intent and policy effect. Principals’ work lives are fraught with tension as they attempt to address the demands the reforms impose on what and how students should learn. 1276 Contributors

The chapter concludes with some of the implications for Chinese leaders that accompany these tensions.

Chapter 15 Transforming Singapore Schools: The Economic Imperative, Government Policy, and School Principalship, Clive Dimmock and Jonathan Goh

This chapter argues that the command and control system operated by the Singapore Ministry of Education (MOE)—far from being a conservative block to reform and change that might normally be associated with a centralized bureaucracy—has in fact been the main change agent instigating and promulgating it since Singapore’s independence in 1965. The profundity of the reforms and their acceleration in the last 15 years show them to be generally carefully planned, coherent, and well articulated in contrast to those of many Western governments during the same period. Given the politico-economic and social conditions of Singapore, and the fact that there has been only one ruling Political Party since the nation’s foundation, the government has been able to orchestrate and align changes in the education system to support and reinforce evolving economic policies and priorities. By orchestrating the political, economic, and social condition of Singapore during this time, the government has effectively determined the role, functions, and contribution of principals as school leaders. The MOE ensures that Principals as senior educational officers have clear expectations on them to implement policy in their schools. Notwithstanding centralized control, two caveats to this thesis are as follows: first, the extent to which principals and schools implement policy is variable, and second, the MOE is increasingly and cautiously encouraging more school- based leadership initiatives. This chapter traces the evolution of the principal’s role over the past 50 years, provides examples of innovative curricular innovations in Singapore schools, and hints at future directions for the principalship.

Chapter 16 Internal and External Accountability: Building Evidence-Informed Leadership Capacity at All System Levels, John Burger, Anna Nadirova, Jim Brandon, Bob Garneau and Chris Gonnet

This chapter considers leadership standards at the district and school levels in relationship to advantageous systemic data analytic structures and processes facilitated by a provincial department of education. Evidence-informed decision-making is explicated within a multifaceted, adaptive leadership framework that is evolving in the province of Alberta, Canada. The key foundational aspects of this leadership framework are as follows: (1) attaining a comprehensive approach to student assessment; (2) monitoring and understanding students’ progress controlling for Contributors 1277 various educational, cultural, and social settings and conditions; (3) supporting deeper analysis of at-risk students’ achievement; and (4) encouraging evidence- informed leadership, programming, and decision-making at school, district, and province/state levels. We consider some of the challenges and benefits of building system-wide and local leadership structures grounded in holistic and systematically collected empirical, data-based evidence.

Chapter 17 Developing Leaders, Building Networks, and Changing Schools Through System Leadership, Wilfried Schley and Michael Schratz

Steps toward systemic innovation require a new understanding of professionalizing leaders on all levels of the school system. We need “system thinkers in action” (Fullan, 2005) who interact with larger parts of the system both horizontally and vertically in order to bring about deeper reform. Their collective wisdom in thinking and acting shapes future steps in national school reform. Three Austrian national development initiatives are presented, which work together toward leadership for learning: • The Leadership Academy creates a learning context aimed at influencing the pattern of how professionals in leading positions think and go about change. • The New Middle School, a reform project fostering as well as challenging all children, irrespective of their social, cultural, and language background or their individual performance, is driven by the emphatic policy goal of raising academic achievement. This requires a fundamental reorientation of the instructional and organizational system of teaching and learning for 10–14 year olds in heterogeneous groups. • The third initiative, Hierarchy Meets Network, brings the Minister of Education into dialogue with innovative actors across Austria and removes structural barriers to fostering networking and cooperative activities among innovators.

Chapter 18 School Leadership in Chile: Breaking the Inertia, José Weinstein, Gonzalo Muñoz and Dagmar Raczynski

Chile’s school leadership is in the midst of a difficult transition in which principals must face new demands and implement innovative practices even though they lack the legal powers and training to do so properly. The search for school leadership is part of a more far-reaching push for decentralization and greater accountability of schools that would grant principals a more central role. The purpose of this chapter is to describe the tensions of this developing movement in regard to the principals’ position, actual leadership practices, and existing opportunities for training. The 1278 Contributors text also offers suggestions for educational policy that could favor the proper channeling of this transformative force. The content of the chapter is based on available statistics and intensive use of the results of a national research project that its authors are directing. Given the singular importance of the private sector in education in Chile—enrollment in private and private subsidized schools is higher than that of public schools—special attention is paid to the implications of these institutional management conditions for the exercise of leadership.

Chapter 19 School Leadership in the United Kingdom: A Policy Perspective, Jim O’Brien

This chapter considers the developments in policy associated with school leadership in the United Kingdom over the past two decades. This period has witnessed significant devolution within the United Kingdom with Scotland, Wales, and Northern Ireland gaining significant powers especially in relation to their ‘distinct’ educational systems. The major influences on policy are outlined, while a number of initiatives such as forms of professional development for school leaders are discussed.

Part IV: Educating School Leaders for Leadership for Learning

Chapter 20 Lessons About Improving Leadership on a Large Scale: From Ontario’s Leadership Strategy, Kenneth Leithwood, Steven Reid, Laurie Pedwell, and Marg Connor

This chapter identifies lessons from a major effort by the Ontario government to improve school and district leadership as one means of enhancing student achievement in the province. Guided by the Leadership Development Branch of the Ministry of Education, this effort so far consists of some 15 aligned but distinct initiatives. Most of these initiatives have been built on relevant existing evidence and have been the object of their own evaluations. Evidence from these evaluations is analyzed for lessons useful to others for developing leadership on a large scale. Eight lessons are described along with the evidence justifying them.

Chapter 21 Leadership for Learning: Educating Educational Leaders, Christine Forde

The role of school headteachers/principals has evolved significantly, particularly as the demand for high-performing schools has become a political imperative Contributors 1279 globally and so the question of how educational leaders should be educated is a central concern. However, this question of the development of educational leaders is contentious because the nature of professional learning is itself complex, particularly the relationship between leadership development and practice in schools. This chapter examines one specific area of leadership development, that of headship preparation. There is, as Davies et al. (2005) argue, only limited evidence about how to prepare and develop school leadership or headship and the role and scope of educational leadership continues to evolve. The chapter considers how this relationship between leadership and learning (Macbeath and Dempster, 2009) might best be forged in headship/principalship preparation programs. Approaches to leadership development can be characterized as three broad models: apprenticeship models, knowledge-based programs, and experiential learning programs. This chapter begins by examining critically a number of different approaches to the development of leadership in education. Then the chapter sets one educational system—that of Scotland, United Kingdom—as a case study and draws from a number of recent research and development projects on headship preparation. In this final section, the discussion focuses on the tension between individual transformation and institutional transformation and the construction and place of knowledge in the preparation of headteachers/ principals.

Chapter 22 Leadership Learning that Makes a Difference in Schools: Pushing the Frontier at the University of Maine, Richard H. Ackerman, Gordon A. Donaldson, Sarah V. Mackenzie, George F. Marnik

This chapter describes the model of leadership knowledge and the approach to leadership development employed in the University of Maine’s graduate program in Educational Leadership. The model and learning framework described here emerged from the Educational Leadership Area Faculty’s developmental work over the past 15 years with a broad array of educators in Maine and beyond. The model has been through many refinements as faculty have used it to shape learning experiences and their own andragogical roles in the service of leadership development. The program follows a model of leadership development based on three complementary dimensions of leadership knowledge: cognitive, ideas and research about the “technology” of schooling; interpersonal, the relationships and human dynamics of leadership; and intrapersonal, the “internal” dynamics of the leader’s philosophical and personal world. Leader learning generates the capacity to self-manage (intrapersonal) and to form productive relationships (interpersonal) so that people are mobilized to action that benefits student learning (cognitive). The chapter describes the model of leadership knowledge and shares some of the learning methods faculty have developed to match the particularities 1280 Contributors of the cognitive, interpersonal, and intrapersonal knowledge bases that make up leadership performance.

Chapter 23 Educating Leaders for Learning in Schools in Kenya: The Need for a Reconceptualization, Julius O. Jwan and Charles O. Ong’ondo

In this chapter, we discuss the education of school leaders in Kenya in relation to the learning needs in Kenyan schools. In the first section, we review contemporary conceptualizations of school leadership and learning and how these link into perspectives on leadership for learning. We highlight the recognition in current literature that educating school leaders is a necessary endeavor—leadership skills cannot be left to chance. That is, teaching qualifications and experience alone are not suf- ficient for school leadership—which requires additional sets of skills to those essential for classroom teachers. We also highlight the current views that consider learning as a sociocultural endeavor that ought to involve more than mastering chunks of facts and sets of behaviors or skills as it has been previously perceived. We also discuss the recognition that educating school leaders ought to link both managerial skills and instructional skills (learning promotion roles), which in turn may enhance the achievement of the necessary goals of educating leaders for learning. The second section of the chapter looks at the context—paying attention to both policy and practice based on a study (Jwan, 2009) that focused on perceptions of democratic school leadership in Kenya. We highlight that, in Kenya, there is no specialized training for school leaders. They are selected based on experience in the field as teachers. We end the chapter by outlining what we feel needs to be recon- ceptualized with regard to leadership for learning in schools in Kenya.

Chapter 24 Leadership for Learning in Malaysian Schools, Tie Fatt Hee

This chapter examines the role of school leaders in promoting a learning environment and the capacity building of school leaders in Malaysia. Leadership, in the context of Malaysian schools, tends to rest exclusively on the shoulders of the school principal. Although school principals recognize the need to promote ongoing learning to enable students to face the challenges of rapid change, there is tremendous pressure to ensure that students perform well in the examination-oriented education system. It is further aggravated with the pressure to ensure that schools comply with the ongoing education reforms. The chapter also discusses the Ministry of Education’s efforts in developing future school leaders and the national development policies aimed at enhancing the ethos and culture of student learning in the Malaysian context. Contributors 1281

Chapter 25 Developing School Principals in South Africa, Inbanathan Naicker

Developing the leadership and management capacities of school principals in South Africa is seen as an important ingredient in improving school quality. This chapter looks at two initiatives aimed at professionally developing school principals. One initiative is the Advanced Certificate in Education: School Leadership (ACE: SL) and the other is the Principals Management Development Programme (PMDP). A brief background on school principalship including the minimum qualifications and experience required to be appointed to the post of school principal in South Africa is presented, followed by some initiatives in the training and development of school principals. Accounts on the genesis, aims, and roll-out of both the ACE: SL and PMDP are then presented. An examination of the content of the programs and methods and approaches employed in the development of school principals is presented. An evaluation of both the programs brings this chapter to conclusion.

Chapter 26 Preparing School Leaders for a Changing World: Lessons from Zimbabwe, Chrispen Chiome

This chapter seeks to describe the historical context of the Zimbabwe Education system and identifies four programs that were used to provide school leaders in Zimbabwe with the necessary tools and training to successfully ensure quality in educational provision. It will examine the lessons learnt from the Zimbabwe experience and identify the challenges met in training school heads in Zimbabwe, especially as it applies to developing opportunities for leadership for learning.

Part V: Implementing Leadership for Learning: The Role of the School Leader

Chapter 27 Collaborative Leadership and School Improvement: Understanding the Impact on School Capacity and Student Learning, Phil Hallinger and Ronald Heck

Fifty years of theory and research offer increasing levels of support for the assertion that principal leadership makes a difference in the quality of schooling, school development, and student learning. In the current context of global education reform, however, recent inquiries have focused on identifying how teams of school leaders contribute to school improvement and student learning. This chapter reports on findings drawn from a series of empirical analyses that assessed the effects of 1282 Contributors collaborative leadership on school improvement capacity and student learning in a large sample of primary schools in the state of Hawaii over a 4-year period. Our findings support the prevailing view that collaborative school leadership can positively affect student learning in reading and math through building the school’s capacity for academic improvement. The research further extends this finding, however, by offering empirical support for a more refined conception that casts leadership for student learning as a process of mutual influence in which school capacity both shapes and is shaped by the school’s collective leadership.

Chapter 28 Culturally Relevant Leadership for the Enhancement of Teaching and Learning in Urban Schools, Carlos R. McCray and Floyd D. Beachum

The issues and struggles facing school principals today seem daunting, especially for urban school principals. Educational leaders in the United States encounter serious challenges, much like their counterparts in other nations as they struggle to deal with greater external problems like overcrowding, grinding poverty, and problematic politics that impede the mission of their schools. We proffer in this chapter that a commitment to educational equity and excellence cannot occur without principals acknowledging and understanding the importance of culturally relevant leadership. Culturally relevant leadership involves a school leader (1) understanding the importance of diversity and the recognition of different social identities (race, class, gender, ability status, religious orientation, etc.) (Harro, 2000) and (2) utilizing such knowledge in every practice conflating this with notions of cultural collision and collusion (Beachum & McCray, 2008), while also (3) constantly reflecting on these practices for continuous improvement and enhancement.

Chapter 29 Expanding Learning-Focused Leadership in U.S. Urban Schools, Bradley S. Portin and Michael S. Knapp

This chapter describes the results of an intensive, qualitative study of U.S. urban school leaders’ work, in 15 schools across four states. The study examined leaders with supervisory authority (principals, assistant principals, department heads) and their nonsupervisory counterparts (teacher leaders) who were engaged in individual and collective efforts to improve the quality of teaching and learning in their schools. The schools in this study were finding ways to support progress among a diverse student clientele, share the leadership work among various staff members, and align resources with a shared agenda for improving learning across the school. This chapter suggests lessons and provides images of possibility for schools and for those who support the work of educators in schools, concerning the ways that Contributors 1283 leadership can be focused on the learning of students, staff, and the entire school community. The study findings suggest several ways of thinking about and exercising learning-focused leadership in these schools that may help to explain why they are doing well and how others could do so. In particular, the chapter portrays (1) what it means for leaders to work within a demanding environment, (2) what supervisory and nonsupervisory leaders do in these kinds of settings, and (3) what their work implies for the new learning they will need to do.

Chapter 30 Nordic Superintendents’ Leadership Roles: Cross-National Comparisons, Olof Johansson, Lejf Moos, Elisabet Nihlfors, Jan Paulssen and Mik Risku

Our research problem deals with what happens when national educational policies meet structures of implementation at the school district and school level. Our focus is on the position that is directly subordinate to a municipal committee or board and with responsibility for education. We refer to this position as superintendent. By focusing on this position and the prerequisites for the person holding that position, it may also be possible to investigate some of the preconditions for learning. The chapter starts with a short description of the Nordic governance system, gives some results from earlier studies about the superintendent, and is followed by findings from our Nordic survey. The findings address the power distribution between the state and the munici- palities in national school governance across Nordic countries. The underlying argument posits that these system characteristics are crucial in determining the context for municipal superintendent leadership in practice. The conceptual model of the Nordic superintendent is discussed in the light of empirical data from all Nordic countries. Finally, the chapter discusses to what extent leadership for learning is a relevant perspective for analyzing Nordic superintendent leadership as it emerged from the data.

Chapter 31 Successful Leadership for Improved Student Learning in High Need Schools: U.S. Perspectives from the International Successful School Principalship Project (ISSPP) Stephen Jacobson and Lauri Johnson

Based on findings from the ISSPP, we examine three elements of successful school leadership: (1) improving student performance in high need schools, (2) building organizational capacity to sustain school success over time, and (3) developing leadership that is culturally responsive. Placing these issues in context, we describe the governance and funding foundations of the U.S. system and the demographics of the 1284 Contributors increasingly diverse U.S. student population. Next we offer an overview of the ISSPP and how it has contributed to the literature on leadership for improved student performance, with particular emphasis on improving the performance of high need schools, building organizational capacity to sustain success over time, and developing leadership that is culturally responsive. We conclude with directions for future research and the significance of site-specific and comparative analyses.

Chapter 32 Improving and Supporting Principals’ Leadership in Latin America, Denise Vaillant

Schools are considered to be “nested learning communities” and their principals are responsible for establishing a culture of learning in the school. But in many Latin American schools, the role of the principal is framed in purely administrative and management terms, and the principal is not expected to provide educational leadership. The leadership that principals could provide in improving teaching represents an enormous potential resource that is now being wasted. Effective school leadership, like effective teaching, is not an ineffable, inborn trait; rather, it involves a set of skills and competencies that can be learned.

Part VI: Changing Hearts and Minds: Building Leadership for Learning in Current School Leaders

Chapter 33 The Succession Challenge: Warm Bodies or Leaders of Learning? Dean Fink

International discussions of leadership succession in education seem to consider it to be strictly a problem of mathematical misalignment —too many jobs and not enough people to fill them. In reality, there is no problem if policy makers are only interested in filling jobs with ‘warm bodies’ who think they can manage a school. If, however, they expect leaders of schools and districts to be leaders of learning, then a very serious and pervasive succession challenge exists internationally. This chapter, which is based on research in three diverse school jurisdictions in each of three countries, suggests that a succession challenge has more to do with politics and educational philosophy than with issues of supply and demand. It has more to do with increasing pressure placed on school and other educational leaders as a result of innovation overload and change-related chaos and the unwillingness of many educators, especially younger potential aspirants, to conform to policies developed by older generations that they view as inconsistent with their values, goals and life styles, and the pressure to support activities that they believe have more to do with good politics than good education. By examining the philosophical, Contributors 1285 political, generational, and geographical origins of the succession challenge, this chapter suggests that if educational policy makers aspire to recruit the most able leaders of learning, they must look beyond merely exploiting the leadership pipeline with ‘warm bodies’ to filling well-financed pools of well-prepared leaders, and instead of pools, creating reservoirs of leadership potential that foster the leadership capacity that is inherent in all organizations.

Chapter 34 Building Leadership Capacity Across 5000 Schools, Laurie Pedwell, Ben Levin, Barry Pervin, Mary Jean Gallagher, Marg Connor and Helen Beck

This chapter describes a systematic leadership development strategy used over several years in the Province of Ontario, Canada, outlining the strategy, the way it developed, and the various barriers and constraints on leadership development at a system level. The chapter focuses on the context, development, and components of the Ontario Leadership Strategy, which aims to attract the right people to leadership roles and to support them once in the role. It shows how the leadership strategy is a supporting condition for the achievement of Ontario’s overall education strategy.

Chapter 35 Building Leadership Capacity: The Norwegian Approach, Jorunn Møller and Eli Ottesen

This article analyzes how leadership development and preparation are conceptualized and contextualized in the national education program for newly appointed school principals in Norway. Our main focus is on exploring whether there are differing epistemological foundations of various approaches to learning-centred school leadership. Our theoretical framework is informed by a review of a variety of studies, which focus on the relationship between leadership and student learning, and by Michael Fullan’s (2001) framework for thinking about and leading complex change. As empirical basis, we have selected and compared two different prepara- tory programs. While both programs have been granted a status as a national leadership program in Norway, they also demonstrate a variation in understanding leadership for school improvement and student learning. The findings also demonstrate some significant differences across providers with regard to perspective and the emphasis on outcomes and question the extent to which the knowledge base is characterized by a combination of educational theories and research on leadership. Despite these distinctions, which are anchored in different epistemological foundations, both programs are assumed to contribute to the implementation of a national policy for 1286 Contributors leadership development and training in Norway. Our main argument is that to understand how this is possible, it is important to trace historical and cultural patterns of social development within the Norwegian context.

Chapter 36 Leadership for Learning—Learning for Leadership: The Impact of Professional Development, Stephan Gerhard Huber

There seems to be a broad international agreement about the need for school leaders to have the capacities required to improve in their schools the teaching of teachers for the learning of pupils. Hence, school leaders need to have a profound knowledge of learning. In this respect, (continuous) professional development (PD), of a formal and an informal kind, plays an important part in the professionalization of school leaders and teachers as professionals. In this chapter, international trends and recommendations for PD will be presented. These have been derived from results of an international comparative study of the PD landscape for educational leadership personnel in 15 countries, as well as from expert meetings on international conferences covering leadership training and development. Extensive literature reviews confirm the development of PD over the last few decades. Recently, in the professional development of school leaders, ‘course formats’ in PD are not any longer exclusively the focus of attention, but other formats and approaches have been developed. Hence, the use of multiple learning approaches and of different modes and types of learning in PD will be described. The central question of all PD is that of its impact. What influences effectiveness? How can effectiveness be provided and made visible? A framework for empirical research and evaluation according to theoretical principles is introduced that can be used to formulate a theoretical framework for conducting research, for evaluation, for practice, and for use at the school level (in particular for school leadership), in order to provide an overview of various important aspects.

Chapter 37 The Development of Leadership Capability in a Self-Managing School System: The New Zealand Experience and Challenges, Cathy Wylie

Developing a leadership for learning capability throughout a system, where schools exercise considerable autonomy, challenges policymakers to work with principals and researchers to develop coherent approaches. This chapter outlines the shift in New Zealand from a focus on the principal as the school chief executive to a current focus on the principal’s pivotal role in leadership of the ways teachers work together to improve student learning. Instrumental in this shift has been the development of a leadership framework that is owned by principals as well as Contributors 1287

policymakers, underpinned by a best evidence synthesis of the relationship of school leadership and student outcomes. This work has also led to a powerful new tool for schools to use in reviewing their school leadership, as well as informing policymakers about the overall school leadership capability in New Zealand. These developments hold considerable promise, so long as the policy emphasis on capability and joint work can be maintained and supported rather than undermined by changes in school accountability.

Chapter 38 Providing Professional Sustenance for Leaders of Learning: The Glass Half Full? Simon Clarke and Helen Wildy

This chapter is based on the key assumption that school leadership has considerable potential to influence student learning. It follows, therefore, that the efficacy of the leadership for learning agenda will be determined to a large extent by the ways in which principals are prepared, developed, and supported in their roles. Accordingly, this chapter first examines aspects of the current education policy environment that offer hope for the advancement of leadership for learning in Australia’s schools. It then outlines customary arrangements for leadership development before describ- ing some more promising recent initiatives, which acknowledge the need for principals to be powerful leaders of learning as well as powerful learners themselves. The chapter concludes by identifying some conditions that are most suitable for developing school leaders’ agency in asserting a leadership for learning agenda in the nation’s schools.

Chapter 39 Leadership for Effective School Improvement: Support for Schools and Teachers’ Professional Development in the Latin American Region, Inés Aguerrondo and Lea Vezub

After the expansion of basic education occurred in most Latin American countries during the second half of the twentieth century, currently the education systems in the region face new challenges. These mainly relate to improving the quality of student learning and performance of schools, the possibility of offering education that is of interest and relevance to children and adolescents, the support of educational innovations, culture change and continuous improvement of teachers. This chapter presents the status of the issue focusing on recent debates on two key processes to transform schools and ensure quality education to all citizens. These are inspection systems for schools and devices for pedagogic support and school-centred professional development. With the aim of contributing to the debate, this work offers a review of the origins and evolution of these processes, along with a discussion of policies and experiences in the countries of Latin America. 1288 Contributors

Part VII: Spreading the Task: Including Others in Leadership for Learning

Chapter 40 Leadership for Learning: What It Means for Teachers, Susan Lovett and Dorothy Andrews

In this chapter, we highlight the critical connection of teacher leadership with improved pedagogy and quality learning. Illustrations from Australian and New Zealand case studies are used to reveal a variety of ways in which teachers can create opportunities and structures to support professional talk centred on observation of one another’s teaching, shared reflections, and planning of next steps. Traditional notions of leader and leadership are presented to show how they no longer serve schools well. Instead we emphasize the need to foster communities of teacher leaders who can inspire those around them to make a difference in the lives of their students. In attempting to clarify what we mean by teacher leadership, we argue that new forms of leadership are now needed that value professional learning not as the transmission of knowledge from experts but as a discovery and co-construction of knowledge that teachers develop alongside one another as learners and operate within a professional learning community. We argue that investing in teachers as learning leaders needs to be intentional so that promising teachers are supported in their professional learning and see leadership with and alongside their colleagues as attractive and satisfying options.

Chapter 41 Instructional Supervision, Coherence, and Job-Embedded Learning, Sally J. Zepeda

Given the importance of teachers to student and school success, teacher learning should be at the core of school leaders’ work. To foster teacher growth and development, principals have to coherently link supervision, professional development, teacher evaluation, and other practices (e.g., peer coaching, mentorship, portfolio development, and action research) to meet the needs of adult learners. To be effective, these practices should be combined into a comprehensive, job-embedded support program for teachers. Although they all target teacher growth and development, instructional supervision, teacher evaluation, and professional development serve different purposes. Formative in nature and concerned with ongoing, developmental, and differentiated approaches, instructional supervision aims to promote growth, development, interaction, and fault-free problem solving by allowing teachers to examine their own classroom practices with and through the assistance of others. At the other end of the spectrum is teacher evaluation, a summative process more concerned with teacher ranking and assessment. Due to these differences in Contributors 1289 intents and purposes, instructional supervision and teacher evaluation are often in conflict, but should be bridged to bring coherence to teacher learning and development efforts. Effective and purposeful professional development is ongoing and long term and weaves together the supervisory cycles and other developmental opportunities through job-embedded learning. Coupled with instructional supervision and teacher evaluation, professional development coherently connects these processes through the practices embedded in the everyday work of teachers.

Chapter 42 School Leadership for Adult Development: The Dramatic Difference It Can Make, Ellie Drago-Severson

Educators at every level go through different stages of development over the course of their lives and need different kinds of supports and challenges to grow. This chapter introduces a new model of Learning-oriented Leadership, in support to adult development that can help school and district leaders consciously cultivate teacher, principal, and superintendents’ internal capacities to meet the enormous challenges faced in the educational workplace. The model grew out of longitudinal mixed-methods research (Drago-Severson, 1994, 1996, 2004a, 2004b, 2009). It is based on the works of Robert Kegan (1982, 1994, 2000) and constructive-developmental theory. The chapter shows school leaders can create the conditions and employ practices that foster growth and learning for individuals with different needs and developmental orientations.

Chapter 43 Leaders of Learning: Accomplished Teachers as Teacher Leaders, Margery McMahon

Teacher leadership has gained currency in the discourse and practice of leadership in schools, aligning with and a product of more distributive and less hierarchical understanding of and approaches to leadership. This is manifest in schools in a variety of forms and in ways that are more democratic, consulta- tive, and participative. This chapter explores the evolution of teacher leadership in the United Kingdom, considering how new models of accomplished teaching such as Advanced Skills Teachers and Excellent Teachers in England and Wales and Chartered Teachers in Scotland and Wales represent new forms of teacher leadership, which may challenge more traditional structures and ideologies in school. Drawing on critical policy analysis (Forde, 2009) and empirical research (Reeves, McMahon et al., 2010; McMahon & Reeves et al., 2008; Connelly & McMahon, 2007), the chapter will outline the ways in which these models of accomplished teaching converge with and diverge from theoretical and applied 1290 Contributors models of teacher leadership and argue that structural and ideological barriers in the education systems of the United Kingdom mean that these models of teacher leadership are not fully accommodated nor their expertise fully capital- ized and utilized. In considering the work of accomplished teachers in curriculum innovation, developing pedagogy, and supporting co-practitioners, the chapter concludes by looking at the ways in which accomplished teaching extends, elides with, and challenges existing understandings of teacher leadership.

Chapter 44 Ensuring Staff Development Impacts on Learning, Sara Bubb and Peter Earley

This chapter draws on recent research to explore staff development and its impact on students. Emphasis is also given to how time is used for staff development. Recent research has found that development time is often underused by schools, so staff development leaders need to ensure that this time is used well for staff learning and that it impacts positively student outcomes. The evaluation of staff development, if undertaken in a systematic way, can lead to improved outcomes for both students and staff, but a key obstacle to a better appreciation of the impact of staff development lies in the way that it is conventionally conceived: in terms of inputs and not as the changes effected in individuals’ thinking and practice. There is little reference to outcomes—what will happen as a result of development activity. The authors develop Guskey’s (2000) model of professional development to consider different levels of impact, including the learning and experience of students.

Chapter 45 Realities and Perspectives Arising from Professional Development to Improve the Teaching of Reading and Writing: The CETT Project in the Dominican Republic, Liliana Montenegro

This paper describes the theoretical bases upon which the work of the Center for Excellence in Teacher Training (CETT), as part of a regional effort in three regions of Latin America, was founded. It also describes the efforts carried out to prepare teacher leadership in teaching of reading and writing, centered on communicative and textual development of language capacities. The article also provides data on educational progress in Central America as a context for understanding the condition of children’s literacy in the Dominican Republic and a description of the model for professional development and materials, refined though feedback provided by the participating teachers, school principal, and facilitators. It describes also how 3,400 teachers from first through fourth Contributors 1291 grade put into practice that model in the Dominican Republic, impacting a population of approximately 125,000 boys and girls.

Chapter 46 Leadership for Learning: Student Perspectives, James Skinner, Alf Lizzio and Neil Dempster

This chapter provides a grounded understanding of the meanings attached to leadership by adolescents and its association with learning. It draws on Australian research undertaken with adolescents in schools and sporting clubs as examples of organized settings in which young people gather and learn. Organizations such as these are traditionally structured in hierarchical ways affording young people the opportunity to experience leadership as it is defined by adults as well as leadership as it is experienced amongst peers spontaneously in playgrounds and sporting are- nas. It is suggested that defining leadership from an adolescent perspective will help reconceptualize approaches to youth leadership experience and learning for civic engagement. It suggests that a broader view of leadership and its capacity to enhance learning and foster a higher level of civic engagement within the school and the wider community is a focus researchers must embrace in the future.

Chapter 47 Promoting Students Learning Through Sustainable Innovations: Where Is the Missing Link? Thuwayba Al-Barwani and Mohamed Osman

Educators and policy makers around the world have endorsed various approaches to student empowerment such as the use of active learning, student-centered pedagogies, and related emerging technologies. However, most of the education innovations appear to have a short life span, and are driven to a large extent by paradigm shifts in other disciplines such as psychology, management, and information technology. In addition, research on the effectiveness and utility of education innovations is often conducted in a form of cross-comparison between innovations rather than looking at attributes of a given innovation. The purpose of this chapter is to systemically analyze some innovative projects and policy developments that promote student learning in the Sultanate of Oman. The chapter will address some questions and issues related to the sustainability of education innovations that promote student learning. More specifically, the chapter will highlight the innovation cycle and its ability to promote an inclusive culture and enhance capacities of all involved and concerned stakeholders. The chapter will also investigate a wide range of actions that can be taken to ensure the sustainability of these innovations. A theoretical framework (the “Innovation Sustainability Wheel”) will be used as a tool to determine the missing links that may impact the sustainability of the selected innovations. 1292 Contributors

Chapter 48 Creating Participative Learning Cultures Through Student Leadership, David Frost

This chapter focuses on the links between school leadership, teacher leadership, and student leadership. Drawing on the literature on distributed leadership, pupil voice, and participation, it examines key conceptual problems such as the tension between the desire to enhance human agency for students and teachers and the reality of compulsory schooling and hierarchical systems of accountability. The chapter draws on material arising from two research and evaluation projects, the ‘Influence and Participation of Young People in their Learning’ (IPiL) project and the ‘Evaluation of the Learning to Lead Initiative’ (ELLI), to discuss the strategies that schools can use to enable students of all ages to exercise leadership and become full partners in the enterprise of learning. The leadership challenges faced in developing participative cultures are examined.

Part VIII: From People Learning to Organizational Learning: Building Capacity

Chapter 49 Schools as Organizational Connectors and Reproducers of the Hierarchy of Learning Success, Fenwick English

This chapter describes a 30-year history of utilizing the curriculum management audit in the United States to improve pupil learning. The audit is based on notions of machine bureaucracy and is the epitome of organizational rationality and control. The audit standards and indicators are outlined along with the paradoxes of application, that is, improved means of internal control required to improve pupil learning as evidenced on mass-administered tests more tightly circumscribes teacher autonomy and is the source of teacher resistance to pupil learning as measured by those tests. The second paradox is that teacher flexibil- ity in adapting the curriculum is a requirement to maximize student learning; and while the curriculum content must by “tight,” its pacing, sequencing, and classroom reinforcement must remain highly localized, or “loose.” This is the “paradox of administration,” a concept as old as the audit itself in organizational theory. The work of Basil Bernstein in the United Kingdom is referenced as a different way of auditing an educational program with a different set of questions. However, such questions would bring into focus the power of the political elites who now exercise control of schooling and are not likely to be viewed favorably by them since it would expose their stake in preserving current socio- political-economic inequalities. Contributors 1293

Chapter 50 Leading School-Based Networks and Collaborative Learning: Working Together for Better Outcomes? Mark Hadfield and Christopher Chapman

School-to-school networks have become integral features of many education systems. Some networks have emerged organically as practitioners have sought to share and improve practice while others have been systematically planned and supported by policy makers in an attempt to raise the overall effectiveness of entire systems. However, despite their rising popularity, the literature pertaining to their leadership remains limited. This chapter is based on the view that many school-to-school networks share common features and face similar issues, and therefore, their leadership is presented with comparable sets of tasks and challenges. The chapter discusses these key leadership activities and concludes by setting out a framework for network leadership.

Chapter 51 Principals Think Organization: Dilemmas in the Management of Today’s Education, Peter Henrik Raae

This article demonstrates how a range of transnational trends is brought together in a complex discourse of modernization. It calls attention to a complexity consisting of not only competing but also conflicting forms of reasoning about school and the school’s task. This presents schools’ management with tasks that increasingly seem to involve deciding how best to create those frameworks and limits around school as an institution and organization that are best able to ensure the school’s integrity and allow space for its core activities, namely, good teaching. Taking as its starting point in a concrete case—the implementation of a comprehensive national school reform—the article describes how principals attempt to cope with this new ambiguity by setting up a variety of notions about and models for organization. The article claims that principals face increasing challenges to their ability to create structur- ally supported holistic conceptualizations, defending the school against the fragmenting pressure coming from the world outside.

Chapter 52 The Self-Organizing School Theory: Leading Change for Learning, Alan Bain

This chapter provides a set of theoretically derived principles for school reform that can be employed by school leaders to guide their engagement with school improvement and change processes. The principles are empirically derived from theories of self-organization and complexity and tested over a 12-year 1294 Contributors period in a longitudinal school reform project. They show the way in which theory can provide a practical design metaphor for understanding and enacting change in schools.

Chapter 53 Building and Leading Within Learning Ecologies, Coral Mitchell and Larry Sackney

The chapter utilizes an ecological perspective to draw attention to the dynamic connections, relationships, and mutual influences that impinge on teaching and learning and the consequential implications for school leaders. Presented are concepts and strategies that equip leaders to conceptualize learning systems from an ecological perspective, to examine the mutual influences and interconnections among various aspects of school life, and to frame and reframe conditions for enhancing teaching and learning. Concepts and strategies are organized around four domains of conditions: cognitive, affective, cultural, and structural. The premise is that reciprocal relationships exist among the domains and that the learning ecology emerges when the domains are constructed and led in ways that enable people to make meaningful collective and individual responses to the compelling distur- bances that arise in schools. Constructing the four domains from an ecological perspective requires leaders to pay attention to the processes and patterns of living systems. It challenges leaders to think about holistic patterns of activity and mutual influences within the school. The connections among cognition, affect, culture, and structure indicate that the character of the relationships shapes how people teach or learn. For leaders, the task is to discover the meanings and purposes that underlie specific actions so that they can move beyond judgments about unacceptable or confusing actions and thereby lead to joyful teaching and learning experiences for everyone.

Chapter 54 Leaders Who Build and Sustain Passion for Learning: Capacity Building in Practice, Qing Gu

The purpose of this chapter is to show how a Chinese school principal progressively and continuously creates conditions for the learning and development of her staff and through this has built and enhanced the capacity at individual, collective, and community levels for successful and sustained school improvement. The empirical evidence is based upon the 5-year development of her school. What we learn from her story is that she makes context-sensitive judgments about the combination, sequencing, and timing of her leadership strategies and distributes leadership progressively through different school development phases. This demonstrates striking similarities to findings of other international Contributors 1295 studies on successful schools and principals that are present, regardless of the differences in the cultural, societal, political, and socioeconomic contexts of the schools led by this Chinese principal and her western colleagues. This observation suggests that while it is important to understand the differences in institutional arrangements across different cultures and countries (Hofstede, 1996), it is equally important that we do not lose sight of the passion, aspirations, and leadership qualities and strategies shared by many successful leaders nationally and internationally.

Chapter 55 Creating a Learning Culture in Schools: An Analysis of Challenges and Opportunities with Special Reference to the Egyptian Context, Atta Taha Zidan

This paper explores the nature of the two key concepts in the educational enterprise, namely, ‘learning’ and ‘teaching,’ in relation to one another and to total quality education. An attempt is made to analyze current realities of the educational setting in Egyptian education and other similar teaching–learning contexts around the world. The paper argues that our educational reality generally exposes by far tremendous preoccupation with ‘teaching’ at the expense of ‘learning’; and, yet, for a ‘learning’ culture to prevail, the paper posits that educators, communities, and concerned administrations have to maintain mechanisms and applications that most consistently and truthfully both preach and put into effect their new convictions and ideals about maximizing learner role toward nourishing and cherishing a culture of learning at school. Finally, the paper assesses the contributions of a school learning culture as a maker of total educational quality and spells out the fundamental conditions and requirements for securing a climate for learning and, most importantly, a culture for learning at school. This chapter is an attempt to address the key issue of assessing the real contributions of our schools and the system of formal education in providing our children with quality education, one that values ‘learning.’ It comes to fruition through learner reflection and active involvement in the learning process as well as through lively participation and interaction with peers and teachers. The chapter analyzes the educational context of formal education at school level with particular focus on the current status of formal education in Egyptian public education as a context for other educational settings around the world that exhibit similar characteristics, needs, and aspirations. The chapter starts with examining the teaching–learning relationship as it exists in our everyday school practice and in educational thinking, one that reflects an overwhelmingly preoccupation with ‘teaching’ at the expense of ‘learning.’ The importance of a ratio- nale for a culture of learning is emphasized, and the relationship between learning and attainment of educational quality is highlighted, with discussion of conditions conducive for the creation of a school learning culture. 1296 Contributors

Chapter 56 Educational Leadership with Eyes and Hearts Wide Open, Grzegorz Mazurkiewicz

The age of dictat and bureaucracy can no longer expect compliance with instructions and action blueprints. For leadership the starting point has to be with a deep, and deepening, understanding of human learning, motivation, and evolving needs, that is the thesis of this chapter that argues for radical change in the relationship among the various actors who create the conditions for learning and teaching. Schools can no longer meet the needs of young people without a quality of leadership, which is alert to the profound impact of social change and is proactive in changing mindsets and practices that follow.

Chapter 57 Leading Assessment for Learning, Sue Swaffield

This chapter addresses issues of leading assessment for learning, using the four constituent nations of the United Kingdom as the context for discussion. An introduction to assessment for learning provides historical background, definition, principles, key practices, and essential features, and briefly sets out the underlying conceptions of learning and assessment. Next the differing histories and paths of the development of assessment for learning in England, Scotland, Wales, and Northern Ireland are traced. Similarities and differences are drawn, and the leadership of AfL in the four countries is compared. The particular leadership roles and actions of students, teachers, school, and local authority leaders are considered, before the five principles of a ‘Leadership for Learning’ framework are used to analyze the leadership of AfL in the United Kingdom.

Part IX: Responding to Diversity: Different Ways of Moving Toward Leadership for Learning

Chapter 58 Education Leaders Can Reduce Educational Disparities, Russell Bishop

This chapter is about how education leaders can act to reduce educational disparities for indigenous and other minoritized peoples through strategic goal setting, supporting effective pedagogies of relations, promoting distributed leadership, enacting inclusivity, using evidence, and owning the need for reform. Examples are drawn from a large-scale, theory-based education reform project called Te Kotahitanga, which is currently running in 50 secondary schools in New Zealand. Developing a model for effective leadership needs to commence with the Contributors 1297

understanding that the key to change is teacher action supported by responsive structural reform (Elmore, 2004). In our earlier work (Bishop et al., 2003, 2007), we investigated what effective teacher action looks like. This chapter presents a model of what “responsive structural reform” looks like in practice and what leaders need to do to implement and sustain gains made in student performance at the classroom, school, and system-wide levels.

Chapter 59 Same Mother, Different Lives: The Social Organization of Leadership for Learning Across Three Chinese Societies, Allan Walker and Frank Xue-Ju Wang

This chapter investigates how social context impacts leadership for learning across three Chinese societies (Mainland China, Hong Kong, and Taiwan). Leadership for learning is defined as the dynamic process in which school stakeholders interact with one another to set the conditions for student learning. The first section outlines and compares the political, economic, institutional, and cultural contexts as well as school leadership across the societies. The comparisons are then brought together to identify potential linkages between the contexts and leadership for learning. Subsequent analysis suggests that social contexts impact leadership for learning in important ways. For example, they help to shape stakeholders’ powers, which in turn influences what stakeholders do to have their say in student learning. The chapter argues the need for increased micro-political analysis of leadership for learning.

Chapter 60 Assessing and Understanding Quality in the Arab Region, Ekhleif Tarawneh

This chapter addresses the question of how quality assurance in Higher Education Institutions is being assessed in the Arab Region. Some interpretations about the concept of quality, quality assessment, quality understanding, quality principles, and basic issues used in the assessment of quality are discussed. The chapter examines the understanding of both “quality” and “assessment” and has drawn some conclusions about quality assessment in the Arab Region in general and Jordan in particular. The chapter also discusses the experiences of various Arab states that have established quality assurance commissions or organizations that have initiated steps toward strengthening partnerships between similar quality assurance commissions or organizations in other Arab states. The chapter identifies existing gaps in the current knowledge of quality assurance such as participation on a small scale, different languages, geographic location, lack of QA (Quality Assurance) awareness and its concepts, lack of funds, and the absence of professional quality assurance expertise. 1298 Contributors

Chapter 61 Administrative Approaches to Diversity: Sharing and Imposing Meaning, James Ryan

This chapter explores the ways in which educational leaders respond to selected policy issues in diverse communities. Toward this end, it analyzes two cases. The first case revolves around religion/culture. In this particular case, the school has been called upon to resolve an issue that involves values that differ from the Christian values to which school administrators are accustomed. The other case focuses on issues of discipline. In the described case, the community perceives student violation of school rules in a different light than the school administrators. The chapter concludes with observations on the two cases and what the implications are for leadership for learning.

Chapter 62 Zimbabwe in Transition: Rethinking the School Leadership Conditions Fostering Transition, Chrispen Chiome and Mupa Paul

This chapter seeks to synthesize research and literature on the kind of leadership that is needed to preside over the transitional period faced in Zimbabwe. It seeks to identify innovative and successful initiatives and practices that the Zimbabwe government might adopt to foster smooth transition in schools and policy options that it can pursue in order to achieve the heightened expectations of schools and their leaders in a changing environment. The chapter hopes to provoke discussion about the changes necessary to meet the leadership challenges facing Zimbabwean school heads in a transitional period and to provide policy makers with information that will assist them in formulating and implementing school leadership policies that lead to quality teaching and learning. Finally, it hopes to encourage all those with a stake or an interest in education to consider rethinking the role of school leadership in a changing environment.

Chapter 63 Findings in Translation: Negotiating and Leading Learning Across Borders, Francesca Brotto

This chapter uses the metaphor of ‘translation’ to look at learning, leadership, and their dialogic bridging across national boundaries through international project work aimed at school improvement. In doing so, it takes an intercultural perspective following three discussion threads related to meaning-making, dissemination/cross-fertilization of learning, and change, with particular attention given to some of the materials and data emerging from the Bridges across Boundaries international project. Focusing essentially on issues related to context and cultural diversity, examples from European Contributors 1299 and non-European collaborative initiatives are used in the discussion also to reveal resourceful ‘third spaces’ for learning and for the exercise of agency within and beyond international project partnerships. The chapter thus upholds the idea that an international project wishing to impact learning and leadership issues in schools needs to iteratively and interculturally enact essential elements of the two within the partnership itself and that a logic of translation, as the ‘reversal of the logic of Utopia’ (Tagliagambe, 2007), may be especially appropriate to achieve this aim.

Chapter 64 School Culture and Pupil Performance: Evidence from Lesotho, Vitallis Chikoko and Amelia Tantso Rampai

This chapter reports on a study conducted in two Lesotho schools, about cultures associated with high academic performance in a context where many schools in the country seemed to perform poorly. After introducing free primary education for all (FPE), the schools witnessed large enrolments, which resulted in the meagre teaching and learning resources available being over-stretched. This negatively affected the academic performance of many schools, measured by examination results. Despite these developments, some schools still achieve high academic results. The study therefore sought to understand the cultures of such schools. The study involved inter- viewing teachers, analyzing documents, and observing the goings-on in the two schools. Findings show that the schools maintained a good balance between social cohesion and social control. They emphasized learning in all they did. The ‘we’ culture brought about a sense of responsibility on teachers as collectives and as individuals. The schools ventured into trying something new and otherwise considered to be ‘against the grain’ in most schools, that is, subject specialization on the part of teachers. Also, the two schools transformed the absence of resources such as teaching guides from being a problem to an opportunity to create their own guides, tailor-made for their specific schools. From the findings, we learn that leaders for learning must create conditions that enable everyone in the school including themselves to be con- tinually learning. It is useful to help organization members not simply to experience but to create something new in their work. Sharing leadership is one way of creating such conditions. Finally, social cohesion, where teachers identify themselves and their work as a collective, the ‘we’ factor, needs to be nurtured in every school.

Chapter 65 Reimagining Disadvantaged Community and Family Leadership for Learning: An (Im)modest Proposal, Greer Johnson & Paula Jervis-Tracey

This chapter challenges conventional notions of community and parental involvement in schooling, especially where it relates to those members of the community who do not have natural synergies with formal school-based learning. The chapter 1300 Contributors presents a proposal that defies deficit theories of upskilling an unrepresented group in favor of a way forward that invites parents to lead and engage in their children’s learning through a two-way conduit of respectful practice between communities, homes, and schools.

Part X: Afterword

Chapter 66 Thinking and Acting Both Locally and Globally: What Do We Know Now and How Do We Continue to Improve? John MacBeath and Tony Townsend

In the final chapter John Macbeath and Tony Townsend try to bring together the key elements of what was found during the course of the handbook chapters. One major issue is the need to find a way to restore balance to what the purpose of schools is and to support teachers, school leaders, and even whole systems to promote leadership for learning in all of its breadth and complexity while both political and community interests still focus on maximising test scores on narrowly focused outcomes. They ask whether the term ‘leadership for learning’ is just another way of saying ‘instructional leadership’ and argue against this, but suggest that further research is necessary to tease out the differences between the two, and one possible area for such work is looking at school ecology as a means of supporting both leadership and learning. Index

A Accreditation, 60, 67, 106–108, 110, 196, AAIA. See Association for Achievement 198–204, 328, 359, 364, 366, 379, and Improvement through 435, 696, 780, 801, 892, 1019, Assessment 1020, 1024, 1047, 1107, 1111, Ability-driven education, 229–231 1117–1123 Aboriginal, 51, 54, 244, 606 Accreditation (Institutional, Program), AC. See Accreditation Council 67, 106–108, 110, 196, Academic 198–200, 202–204, 364, engagement, 835 696, 785, 896, 1055, 1107, 1111, gains, 491 1117–1123 leadership enablers, 815 Accreditation Council (AC), performance, 23, 211, 255, 432, 557, 572, 108, 1120 583, 859, 1077, 1195, 1197–1203, ACEL. See Australian Council 1208, 1210, 1237 of Educational Leaders Academic achievement, 97, 128, 211, 220, Achievement gaps, 347, 609, 610, 840, 891, 234, 256, 308, 491, 557, 558, 566, 906–910 675, 799, 923, 1071, 1092, 1178, Achieving successful school leadership, 12, 1197, 1199, 1220, 1229 18, 462, 471, 553, 557, 565–567, meanings in different cultural 621, 1006 contexts, 491 Action orientation, 640 Academy of principals, 231 Action research, 14, 20, 59, 116, 123, ACARA. See Australian Curriculum, 144, 171, 256, 362, 371, 381, Assessment and Reporting 394, 452, 453, 695, 735, 741, Authority 742, 747, 749, 750, 752, 753, Accelerated Literacy Program, 145 785, 789, 790, 823, 826, 1053, Accomplished teaching, 20, 86, 87, 745, 1055, 1056, 1058, 1061–1063, 779–792 1160, 1161 Accountability, 6, 30, 52, 59, 65, 82, 90, 106, Activity based funding, 610 120, 130, 144, 165, 189, 243, 274, Adaptive challenges, 758, 759, 314, 321, 341, 358, 420, 431, 471, 761, 772 497, 507, 530, 555, 581, 589, 620, Adaptive process, 474–475 653, 675, 691, 720, 784, 831, 846, Administration, 40, 65, 84, 90, 104, 116, 182, 892, 980, 1023, 1033, 1054, 1080, 190, 230, 255, 346, 375, 398, 434, 1090, 1111, 1153, 1179, 1208, 497, 518, 530, 572, 624, 636, 654, 1217, 1238 692, 726, 757, 800, 827, 846, 907, external, 11, 53, 243–265, 347, 518, 918, 944, 968, 991, 1015, 1051, 520, 1243 1088, 1111, 1130, 1245 internal, 11, 53, 507, 1063, 1243 Administrative domain, 947 mandates (US), 564, 906, 1161 Administrative leadership, 302

1301 1302 Index

Administrators, 30, 32, 40, 42, 43, 53, 67, 103, 1184, 1187, 1189, 1215, 1216, 105–107, 111, 134, 137, 172, 228, 1223, 1226, 1227, 1229, 1230, 230, 249, 256, 257, 285, 300, 343, 1245, 1247, 1252, 541546 375, 380, 413, 450, 453, 471, 489, Agency and language, 283, 820, 1170, 493, 495, 509, 517, 524, 532, 536, 1173, 1176 539, 554–555, 563, 591, 613, 614, Agency and structure, 271, 276–277 620, 625, 745, 749, 773, 804, 811, Agency as a leadership fundamental, 1170 812, 839, 851, 852, 856, 857, Agency interagency, conjoint, 1189 860–862, 868, 895, 903, 962, 979, Agents, 15, 65, 69, 70, 74, 76, 225, 231, 272, 980, 986, 1011, 1014, 1018–1023, 277, 288, 399, 455, 546, 547, 677, 1025, 1028, 1029, 1075, 1077, 692, 698, 719, 722, 728, 787, 827, 1125–1132, 1134–1140, 1155, 909–911, 933, 938, 943, 957–959, 1156, 1201, 1226 963, 967, 971, 1021, 1024, 1044, making sense of race and culture, 1049, 1182, 1229, 1231, 1247 1125–1127, 1131 Agents of change, 722, 728, 787, 957 Adolescent leadership, 829, Aggrégation, 138, 252, 258, 259, 593, 665, 833, 837 666, 745, 830, 962, 1076 Adult development, 757–774 AGQTP. See Australian Government Quality Adult learning, 20, 94, 380, 423, 637, Teacher Program 655, 662, 685, 744, 749, 753, Aims, 1, 2, 16, 60, 67, 68, 70–72, 76, 83, 86, 757, 758, 772, 774, 780, 784, 103, 104, 117, 121, 124, 130–132, 796, 800, 915 141, 145, 154, 156, 196, 202, 204, Advanced Certificate in Education: School 213, 215, 217, 219, 220, 227, 230, Leadership (ACE:SL), 16, 432, 234, 235, 239, 252, 271–273, 275, 434–438 276, 282, 283, 289, 298, 322, 323, Advanced skills teacher (AST), 337–339, 344, 347, 348, 351, 352, 82, 86, 725, 779–782, 786, 364, 365, 388, 390, 397, 422–425, 789–791 432–436, 441, 449, 450, 455, 462, Advise and support function, 697 463, 471, 513, 514, 547, 564, 565, Affective domain, 21, 976 609, 620, 621, 623–626, 628, 629, Affective management or emotion 632, 636, 638, 641, 642, 644–649, management 655, 663, 666, 681, 693, 697, 698, competencies, 822 701, 710, 742, 745, 747, 753, 771, Affirmation, 96, 979–980 803, 805, 808, 836, 837, 850, 852, African American Academic Achievement, 860, 862, 870–872, 874, 880, 881, 494, 563–564 883, 916, 917, 919, 924, 933–937, AFTRAA. See Australasian Forum of Teacher 939–944, 946, 949, 976, 982, Registration and Accreditation 1005, 1019, 1022, 1028, 1034, Authorities 1036, 1037, 1041, 1057, 1076, Agencies, 9, 10, 19, 29, 46, 47, 65, 67–70, 75, 1078, 1084, 1091, 1111, 1117, 76, 86, 91, 106–108, 110, 120, 129, 1119–1122, 1156, 1170, 1173, 130, 136, 152, 219, 233, 271, 1175, 1177, 1181, 1197, 1216, 1250 276–277, 283, 284, 292, 301, 322, AITSL. See Australian Institute of Teaching 325, 326, 356, 427, 451, 459, 482, and School Leadership 531–533, 555, 564, 619, 622, 660, Alberta School Leadership Framework 666, 674, 683, 688, 695, 704, 728, (ASLF), 53, 248–251 732, 788, 792, 796, 820, 847, 853, ALEF project, 136, 137, 140 855, 857, 873, 878, 879, 882, 884, Alignment, 53, 55, 98, 150, 152, 167, 168, 891, 894, 920, 925, 927, 935, 945, 180–183, 220, 237, 240, 250, 251, 1016, 1017, 1019–1020, 1043, 255, 256, 326, 340, 347, 493, 505, 1060, 1083, 1099, 1110, 1113, 519, 566, 606, 608, 611, 615, 632, 1117–1120, 1123, 1143, 1165, 727, 731, 786, 847, 849, 861–862, 1170, 1173, 1175, 1176, 1181, 903, 905–906, 978, 1118, 1223 Index 1303

Amazigh, 132 Assessment Reform Group (ARG), 1047, Ambady, N., 1137 1049, 1053, 1061 Ambiguity, 1, 7, 21, 298, 518, 758, 870, 931, Association for Achievement and 932, 956, 987, 1028, 1242 Improvement through Assessment Andragogic principles, 635 (AAIA), 1047, 1051, 1052, Andres, A., 975 1059, 1060, 1047, 1051, 1052, Andrews, D., 19, 94, 95, 151, 719, 724, 730, 1059, 1060 732, 836 Assumptions, 2, 3, 4, 54, 71, 96, 167, 170, Anglo-American context, 1084 173, 174, 182, 235, 257, 267, 284, Anglo-American ethnocentrism, 1177 290, 349, 351, 383, 389, 398, 422, ANQAHE. See Arab Network for Quality 424, 470, 471, 474, 481, 546, 648, Assurance in Higher Education 650, 653, 658, 668, 673, 676, 683, Antecedent variables, 118 684, 707, 747, 749, 770, 771, 837, Antonelli, F., 1128 869, 884, 893, 927, 934, 944, 946, APAR. See Ateliers de partage, 976, 986–988, 992, 1014, 1028, d’approfondissement et de 1029, 1036, 1080, 1180, 1200, régulation 1217, 1221, 1228, 1229, 1230, Application orientation, 636 1241, 1246, 1250 Applied outputs, 439, 440 AST. See Advanced Skills Teacher Appreciative Inquiry (AI), 273, 290, 291 Astin, A.W., 835 Apprentice based approach, 357–360, 362, Astin, H.S., 835 363, 1249 Ateliers de partage, d’approfondissement et de Apprenticeship model, 16, 83, 355, 358, régulation (APAR), 139–140 359, 676 Atlanta, Georgia, 507, 513, 517, 524 Arab Network for Quality Assurance, 108, Attitude, 7, 46, 53, 119, 227, 229, 244, 256, 1117 276, 290, 292, 338, 372, 376, 377, Arab Network for Quality Assurance in 403, 405, 412, 424, 449, 462, 463, Higher Education (ANQAHE ), 492, 493, 497, 595, 620, 638, 640, 108, 1117, 1118 643–645, 647, 705, 761, 763, 807, Arab region, 23, 107, 110, 1107–1123 809, 812, 813, 827, 835, 837, 839, Architectural learning, 5, 286, 984 852, 881, 924, 934, 994, 999, 1034, ARG. See Assessment Reform Group 1035, 1038, 1040, 1042, 1126, Argyris, C., 178, 419, 977 1137, 1145, 1147–1149, 1186, Asante, M. K., 1173, 1182, 1186, 1192 1224, 1244 ASEAN Summit, 236 Australasian Forum of Teacher Registration ASLF. See Alberta School Leadership and Accreditation Authorities Framework (AFTRAA), 198 Assessment and accountability, 509 Australian College of Educators, 814 Assessment data-comprehensive-system-wide, Australian Council of Educational Leaders 147, 245, 253, 512, 654, 664, (ACEL), 150, 680, 1248 877, 903 Australian Curriculum, Assessment and Assessment for learning (AfL), 53, 81, 85, Reporting Authority (ACARA), 91, 1047–1063 202–203 definition, 53, 1048, 1049, 1053 Australian Government Quality Teacher principles, 1048–1050, 1058 Program (AGQTP), 192–195 Assessment for Learning Action Research Australian Institute of Teaching and School Project, 1056 Leadership (AITSL), 91, 157, 193, Assessment for learning national strategy, 199, 200, 204, 681, 687 1052, 1053, 1057, 1061 Australia’s Teachers Australia’s Future- Assessment is for learning, 1047, 1050, 1054, Advancing Innovation, Science 1055, 1057 Technology and Mathematics, 192 Assessment policy, 85, 440, 1047, Authentic AfL, 1053, 1059, 1062, 1063 1049, 1050 Authentic change, 221, 772 1304 Index

Authority, 4, 9, 17, 22, 33, 39, 59, 60, 66, 70, Beck, H., 18, 52, 55 85, 89, 91, 94, 127, 130, 134, 144, Becoming intercultural-definition, 1180, 1181 198, 202, 203, 232, 236, 238, 244, Beere, D., 830 321, 323, 328, 329, 330, 365, 398, Begley, P.T., 683, 1170, 1177 399, 405, 412, 422, 453, 454, 457, Behaviorism, 239, 276, 282, 312, 314, 342, 515, 517, 519, 521, 536, 545, 554, 377, 380, 384, 385, 390, 393, 395, 582, 589, 620, 621, 625, 633, 654, 489, 490, 492, 493, 537, 699, 758, 677, 679, 683, 693, 694, 743, 753, 760, 763, 766, 770, 774, 819, 984, 764–766, 768, 771, 821, 838, 862, 1013, 1014, 1019, 1022 868, 869, 871, 876, 881, 886, 893, Beirut Declaration, 107–108, 1116 894, 900, 911, 940, 941, 943–945, Beliefs, 4, 7, 73, 77, 83, 148, 170, 171, 173, 982, 1012, 1034, 1042, 1047, 1048, 174, 176, 205, 212, 213, 217, 229, 1050–1053, 1055, 1056, 1059, 245, 255, 324, 351, 377, 380–383, 1060, 1076, 1078, 1086, 1090, 387, 400, 426, 449, 454, 483, 489, 1092, 1101, 1118, 1153, 1154, 516, 621, 639, 648, 669, 673, 682, 1217, 1220, 1242 685, 705, 750, 758, 766, 767, 768, Authorship of language, 1184 770, 771, 791, 809, 819, 832, 849, Autonomous, 71, 75, 76, 95, 109, 197, 228, 851–852, 855, 869, 876, 903, 915, 230, 431, 458, 541, 554, 705, 707, 920, 921, 955–956, 959, 960, 981, 804, 812, 821, 959, 1024, 1026, 982, 985, 987, 993–995, 998, 1000, 1040, 1043, 1044, 1049, 1158 1014, 1020–1021, 1028, 1035, 1040, Autonomy, 21, 44, 59–62, 75, 85, 110, 123, 1041, 1044, 1058, 1077, 1109, 1111, 140, 195, 202, 204, 230–232, 245, 1138, 1152, 1157–1158, 1197, 1198, 268, 283, 303, 321, 327, 365, 427, 1220, 1226, 1229 510, 535, 548, 561, 572, 577–580, Benchmark, 110, 143–144, 167–169, 182, 593, 594, 599, 620, 648, 649, 183, 326, 412, 509, 512, 666, 653–660, 668, 669, 691, 693, 696, 780, 964, 970, 1112, 1113, 1115, 698–700, 706, 707, 768, 870, 908, 1118, 1120 940, 955, 981, 983, 1002, 1026, Bennis, W.G., 454–455, 491, 831 1039, 1042, 1050, 1085, 1090, Bernstein, B., 834–835, 893, 910 1094–1097, 1118, 1153–1154, Best practice, 68, 71, 95, 110, 139, 140, 202, 1156, 1164 255, 278, 314, 402, 422, 491, 610, Autonomy and control, 232 615, 633, 687, 744, 782, 791, 823, Axelrod, B., 830 847, 892, 895, 896, 988, 1003, 1014, 1115, 1119 Better Schools Programme Zimbabwe B (BSPZ), 452–453, 455 Baby boomer, 594–598 Bias, 83, 87, 122, 148, 211, 253, 359, Background conditions, 644–646 365–366, 387, 438, 490, 495, 574, Back-to-basic, 72, 75 648, 906, 907, 953, 968 Backward design, 287 Bickmore, K., 831 Bahbha, H., 1171, 1184 Bildung, 72, 74, 939–942, 948, 1189, 1238 Baker, R., 726 Bildung driven school, 66, 70, 75, 948, 1238 Ball, D.L., 760, 770 Bildung ideal, 941 Ball, S.J., 66, 189, 268, 869, 1083–1086 Black, D.E., 835 Barber, B.L., 836 Black, P., 7, 85, 1049, 1051–1053, 1058–1062 Barriers to understanding, 1 Black women leaders (US), 564 Barth, R.S., 375, 720, 722, 729 Blended experiential learning, 362, 363 Basic competencies related to the teaching of Blimling, G.S., 835 reading and writing, 822 Bliss, J., 954, 980 Basic education, 19, 109, 212, 251, 310, 405, The Blue School, 879 432, 436, 441, 446, 850–858, 863, Blumer, H., 1126 1015, 1019, 1020 Board initiatives, 340, 349, 508, 541, Basic leadership practices, 341, 581, 621 614, 1131 Index 1305

Boomer generation, 54, 590, 594–596 287, 288, 425, 426, 450, 489–490, Bottom-up approach, 136, 632, 1001, 492–496, 599, 629, 680, 779, 780, 1182, 1230 786, 787, 792, 830, 832, 840, 869, Boundaries, 5, 10, 23, 55, 123, 237, 240, 264, 870, 909, 919, 955, 975, 1017, 604, 723, 893, 920, 923, 927, 935, 1111, 1156, 1157, 1189, 1215, 948, 982, 987, 1062, 1085, 1086, 1218–1221, 1227, 1229, 1231, 1134, 1169–1175, 1181, 1184–1185, 1238–1239 1188, 1189, 1202, 1206, 1222, 1224, Capra, F., 976–978, 980, 983–988, 1253 1238, 1247 Career Boundary workers and crossers, 1184–1185 deputies, 1242 Bourdieu’s “cultural arbitrary”, 911 trajectories, 623 Bradbury, S., 835 Carpe Vitam, 724, 1170, 1185, 1189 Bridges across Boundaries international Case study, 14, 16, 74, 83, 87, 108, 116, project, 23, 1170, 1171, 1175, 127–142, 150, 254–264, 292, 355, 1184–1185, 1189 406, 507, 556, 560, 563–565, 721, Bridging social capital, 1189 724–725, 727, 729, 731, 737, 750, British colonial government, 231, 1092, 1133 874, 931, 1202, 1203, 1251 Broh, B.A., 835 CASS. See College of Alberta School Brokerage, 918–919, 927 Superintendents Bronfenbrennor, U., 836 Cassell, J., 833 Brotto, F., 2, 10, 23, 1169 Causal mechanisms, 117, 120, 1238 Bryk, A.S., 170, 510, 737, 916, 981 Causal model, 87, 115, 117, 119 BSPZ. See Better Schools Programme CBA. See Competency-Based Approach Zimbabwe CCCII-model, 69 Building and sustaining capacities, 997 CCCM. See Child-centered classroom Bureaucracy, 66, 67, 210, 225, 232, 325, methodology 655, 692, 697, 893–894, 896, 897, CCG. See Colleague critic group 908, 909, 944, 1016, 1034, 1153, CCP. See Chinese Communist Party 1239, 1243 Celebration and humour, 1202 Burger, J.M., 15, 52, 53, 243, 264, 1242 Centers for Excellence in Teacher Training Burkhardt, J.C., 835 (CETT), 20, 60, 583, 710, 817–828 Byram, M., 1170 Central control, 105, 233, 532, 546, 697, 1089, 1094 Centralisation, 58, 59, 322, 937–944, 1094 C Centralised model of organisation, 944–948 Cameron, M., 725, 726, 737 Centralized bureaucracy, 225 Canada, 13, 18, 51, 53, 54, 66, 68, 243, 245, Central office support systems, 523 327, 398, 404, 590, 604, 954, 1002, Centredness (sange zhongxin), 5, 213, 851 1038, 1126, 1128, 1131, 1133, 1245 Centre of Excellence (CoE), 234 Capability Framework, 678, 680, 1248 Certification, 51, 67, 133, 193, 194, 203, 204, Capacity, 2, 52, 58, 72, 83, 90, 108, 146, 170, 274, 356, 358–359, 367, 433, 434, 198, 209, 229, 243, 268, 312, 323, 436, 476, 554, 605, 641, 695, 780, 340, 366, 377, 420, 432, 445, 469, 786, 859, 1156 497, 505, 545, 553, 582, 594, 603, CETT. See Centers for Excellence 619, 636, 664, 674, 693, 723, 742, in Teacher Training 757, 781, 795, 827, 839, 869, 901, Challenge, 4, 29, 53, 60, 75, 84, 104, 130, 144, 916, 941, 955, 976, 991, 1011, 183, 190, 210, 226, 244, 270, 324, 1039, 1049, 1070, 1119, 1135, 337, 371, 376, 404, 420, 432, 445, 1152, 1170, 1212, 1224, 1247 475, 488, 503, 538, 556, 571, 589, building of school leaders, 16, 605, 619, 653, 675, 720, 749, 757, 420–425, 428 779, 805, 826, 831, 850, 870, 897, to manage diversity, 1161–1162 915, 931, 961, 976, 993, 1011, Capital, 10, 30, 35–38, 153, 189, 190, 198, 1035, 1059, 1070, 1090, 1107, 226–229, 232, 236–237, 247, 251, 1125, 1143, 1185, 1196, 1215, 1237 1306 Index

Change, 10, 31, 55, 58, 65, 82, 94, 106, 116, level, 220–221, 233, 513, 644, 876, 978, 128, 146, 172, 190, 210, 225, 244, 1014, 1074–1079 267, 298, 319, 344, 356, 385, 401, management competencies, 105, 822 419, 431, 445, 469, 489, 504, 529, practice, 71, 72, 85, 94, 106, 215, 727, 557, 572, 590, 609, 619, 636, 659, 736, 742, 743, 780, 795, 810, 813, 675, 691, 719, 743, 757, 782, 795, 915, 925, 956, 965, 996, 1019, 817, 831, 845, 869, 892, 915, 932, 1029, 1049, 1053, 1057, 1075, 953, 978, 991, 1014, 1031, 1050, 1077, 1078, 1091, 1151–1152, 1069, 1084, 1107, 1126, 1145, 1164, 1243 1169, 1215, 1239 studies, 633 metaphors, 121 Climate, 22, 42, 46, 67, 97, 104, 106, 109, in school, 21, 44, 218, 221, 411, 469, 123, 171, 172, 381, 425, 487, 470, 474, 477, 479–481, 627, 629, 491, 493–496, 514, 572, 582, 629, 711, 753, 792, 874, 935, 1159, 667, 811, 833, 839, 998, 1012, 1171, 1245 1014, 1018, 1020, 1021, Changing demographics, 13, 556, 563 1023–1025, 1028, 1059, 1153, Characteristics of participants, 644, 645, 647 1161, 1162, 1206, 1240, 1241, Chartered teacher (CT), 86, 327, 328, 779–787 1243, 1246 Charter schools, 32, 45, 556, 560–562, 595, CLT. See Community link teachers 654, 761 Coaching, 20, 52, 117, 159, 246, 273, 274, Child-centered classroom methodology 279, 280, 325, 329, 330, 365–370, (CCCM), 850, 855–857, 859 438, 439, 449, 456–457, 506, Child-centred, 5, 109, 461, 1245 508, 516, 520, 521, 543, 562, Child labour, 1196, 1204 583, 589, 612–614, 630, 631, Children’s literacy, 91, 131, 155, 156, 201, 686, 700, 705, 741, 742, 747, 387, 818 748, 750–753, 786, 788, 790, Children’s literacy success strategy 802, 803, 805, 809, 810, 898, (CLaSS), 146 1013, 1027, 1163, 1222 Children’s story contests, 825 and mentoring, 439, 805, 1163 Chile, 15, 57–62, 297–315, 573, 578–580, COAG. See Council of Australian 583, 696, 700–703, 709, 711, Governments 1249, 1252 Coalitions, 43, 68, 179, 204, 319, 350, 433, Chinese Communist Party (CCP), 497, 934, 941, 1052 1091, 1092 Coalter, F., 830 Chinese societies, 22, 999, 1083–1101 CoE. See Centre of Excellence Choice, in learning, 39, 426, 857, 878 Co-evolution, 293 Chung Wei, R., 975 Cognitive, 3, 5, 7, 9, 16, 21, 97, 323, 330, 342, Citizenship, 36, 37, 82, 86, 97, 99, 136, 376–378, 380, 381, 383, 389, 209, 229, 323, 404, 487, 566, 393–395, 582, 637, 638, 642, 706, 835–840, 852, 861, 881–882, 707, 748, 758, 761, 762, 812, 817, 1160, 1181, 1187 818, 824, 825, 831, 852, 903, 905, Civic engagement, 20, 92, 830, 832, 833, 906, 933, 976–979, 984, 1028, 836–840 1039, 1085, 1126 Civic participation, 830, 831, 839, 840 Cohen, D.K., 515, 760 Civil Service Examination System, 212 Cohen, E., 1221 Civil society, 129, 853, 854, 1034–1035 Cohen, L., 1148, 1202, 1203 CL. See Cooperative learning Cohen, M., 936 Clapp, E., 38 Cohen, T., 1133 CLaSS. See Children’s Literacy Success Coherence, 55, 134, 274, 313, 327, 365, 506, Strategy 606, 623, 630, 631, 667, 741–753, Classes préparatoires, 131, 138 824, 849, 927, 976, 978, 984, Classroom 986, 1062 accompaniment, 60, 821 Cohort, 273, 307, 360, 362, 376, 377, 379, culture, 1050 380, 382, 383, 385–387, 389, 391, Index 1307

394, 395, 435–436, 441, 450, 476, Collegiality, 168, 327, 749, 753, 784, 477, 597, 609, 681, 851, 907, 936, 791–792, 996, 1002, 1004, 1161, 965, 968 1199–1202, 1210, 1224 Collaboration, 13, 52, 68, 70, 73–75, 82, 84, Collision, 491–496, 498 109, 139, 140, 158, 182, 231, 233, Collusion, 491–496, 498, 593 235, 255–257, 280, 287, 319, 321, Commodification of knowledge, 1107 325, 338, 339, 341, 343, 415, 422, Commodities, 4, 66, 68, 830, 977, 986, 1049, 454, 455, 458, 463, 482, 497, 541, 1107, 1238 542, 566, 597, 630, 678, 681, 687, Common language, 2, 248, 607, 734, 1180 722, 723, 731, 741, 742, 753, 771, Communicate, 6, 74, 168, 257, 285, 340, 350, 789, 790, 810, 916, 917, 921, 376, 377, 440, 487, 493, 494, 504, 923–926, 937, 938, 956, 961–963, 512, 520, 683, 822, 852, 879, 963, 966, 967, 982, 983, 996, 1003, 994, 995, 998, 1019, 1034, 1041, 1016, 1017, 1028, 1029, 1034, 1077, 1138, 1161, 1190, 1228 1055, 1056, 1075, 1077, 1080, Communication, 33, 67, 92, 109, 128, 148, 1095, 1110, 1117, 1119, 1164, 227, 253, 272, 340, 365, 384, 424, 1173, 1174, 1199–1202, 1220, 432, 453, 476, 498, 516, 572, 598, 1226, 1240, 1243 610, 625, 642, 694, 802, 823, 835, Collaborative 845, 875, 893, 917, 941, 963, 983, cultures, 52, 95, 282, 304–306, 309, 770, 992, 1014, 1031, 1090, 1107, 1145, 1003–1005, 1202 1169, 1201, 1226 leadership, 17, 95, 469–483, 581, banal vs. interesting, 1187 831, 1161 networks, 848, 849, 854, 857, 862 learning, 60, 81, 84, 87, 140, 349, 350, Communities of learners, 139–140, 860, 862 362, 547, 611, 706, 722, 758, 769, Communities of practice, 13, 82, 233, 706, 915–927, 959, 984, 997, 998, 1024, 832, 918, 958, 983, 984 1028, 1055, 1059, 1176, 1230 Community reflective practice, 770, 785 connectedness, 1219 work culture, 982 demographics, 53–54, 537 Collaborative team coaching (CTC), 273, 274, involvement and outreach, 788 279–280 leadership, 679, 830, 1216, 1218, 1227, 1251 Colleague critic group (CCG ), 387–389, of learners, 103, 129, 870, 980 391, 394 learning, 37, 72, 84, 129, 170, 171, 383, Collective, 8, 33, 53, 60, 75, 90, 103, 152, 172, 391, 424, 428, 457, 612, 681, 683, 221, 250, 268, 341, 394, 442, 471, 685, 723, 724, 728, 732, 803, 831, 507, 554, 581, 595, 605, 629, 647, 869–870, 975, 976, 979, 980, 1021, 663, 678, 699, 722, 760, 781, 798, 1023, 1024, 1029, 1041, 1044, 821, 847, 868, 898, 918, 958, 976, 1047, 1058, 1222, 1226, 1246, 1247 991, 1024, 1077, 1099, 1153, 1177, partnerships, 659, 1220 1210, 1225, 1247 of practice, 362, 983 approach, 632 recognition, 824, 999 culture, 10, 996 support, 154, 1019–1020, 1131, 1218, impact, 647 1220–1221 leadership, 17, 341, 471, 707, 868, Community link teachers (CLT), 86, 781, 783, 869, 997 879, 880, 885 professional training, 423, 434, 575 Comparative studies, 268, 364, 368, 422, 636, College Entrance Examination, 213, 214 640, 1006, 1007, 1248 College of Alberta School Competencies, 3, 52, 59, 72, 74, 75, 111, 134, Superintendents (CASS) 157, 226, 247, 248, 308, 312, 338, moving and improving symposium, 250 341, 361, 379, 382, 392, 394, 405, practice standard, 249 422, 423, 424, 435, 448, 453, 545, Collegial exchange, 639 546, 607, 620, 622, 679, 761, 767, Collegial inquiry, 756, 767, 820–822, 824–827, 851, 852, 1149, 769–773 1150, 1223, 1225 1308 Index

Competency-Based Approach (CBA), 131, Connell, J., 835 134, 136 Connor, M., 18, 52, 54, 55, Competition, 4, 37, 38, 42–45, 70, 90, 91, 93, 337, 603 95, 179, 189, 211, 213, 214, 216, Conseil supérieur de l’enseignement, 127 228, 229, 234, 285, 301, 311, 426, Constituent elements, 850 461, 487, 530, 533, 595, 598, 659, Constructing images, 988, 1036 667, 691, 701, 838, 935, 938, 940, Constructing premises, 74 942, 1001, 1040, 1041, 1089, 1115, Constructive dialogue, 615, 1031 1208, 1231, 1240 Constructive feedback, 427 Complementarity, 30, 38 Constructivism, 402, 493, Complex, 1, 40, 54, 60, 77, 83, 93, 105, 115, 762, 820 141, 158, 190, 220, 228, 244, 270, Constructivist, 60, 145, 170, 239, 344, 401, 310, 325, 338, 355, 375, 401, 419, 402, 1026, 1049 433, 445, 479, 490, 504, 535, 580, Consultation, 91, 196, 197, 320, 329, 338–339, 590, 605, 621, 637, 659, 673, 692, 346, 366, 368, 436, 608, 609, 741, 757, 802, 817, 832, 850, 872, 873–875, 877, 1004, 1037, 1054 897, 917, 931, 953, 994, 1013, Consumer choice, 66 1032, 1049, 1074, 1085, 1109, Contemporary leadership, 244, 622, 774 1125, 1151, 1175, 1219, 1239 Content, 16, 60, 65, 66, 116, 131, 146, 167, Complexity theory, 850 212, 292, 328, 348, 355, 384, 401, Compliance, 6, 32, 42, 60, 91, 167, 322–323, 421, 432, 445, 492, 513, 530, 538, 496, 509, 593, 609, 694, 698, 702, 578, 591, 610, 623, 636, 673, 686, 737, 828, 1029, 1042, 1121, 1239, 729, 746, 787, 811, 822, 858, 895, 1244, 1248 968, 981, 1012, 1032, 1077, 1114, Comprehensive school reform (CSR), 41–44, 1144, 1178, 1217, 1237 953–956, 964–967, 969 analysis, 445, 583, 1144, 1148 Conception, 5, 77, 120, 124, 166, 167, 169, knowledge and literacy teaching, 60, 115, 171–184, 189, 240, 249, 276, 344, 160, 405, 686 394, 397, 404, 507, 640, 643, Context, 1, 29, 51, 58, 66, 82, 92, 105, 119, 645–647, 693, 698, 707, 720, 721, 132, 143, 189, 209, 233, 244, 268, 737, 758, 786, 832, 833, 840, 847, 297, 319, 338, 356, 379, 397, 420, 869, 986, 1048, 1049, 1057, 1224, 431, 445, 471, 487, 503, 532, 554, 1239, 1243 571, 604, 619, 637, 654, 673, 693, Concept of leadership, 128–129, 276, 324, 719, 743, 766, 781, 801, 818, 832, 370, 491, 621, 784, 932, 1038 847, 873, 895, 919, 933, 953, 976, Conceptualized, 40, 134, 165, 382, 457, 991, 1011, 1033, 1047, 1072, 1084, 470–472, 474, 493, 505, 679, 683, 1107, 1126, 1144, 1170, 1202, 686, 969, 976–978, 1126, 1246 1217, 1237 Conceptual model, 17, 60, 303–304, 310, bridging of context and agency, 1170 470–475, 477, 545, 732, 785 factors, 472 Conditions fostering transition, 1143–1165 importance of context in international Conducive cultures, 722–724 partnerships, 1187 Conflicting goals, 218–219, 1028 in leadership for learning, 245–247 Confucian cultural heritage, 1084, 1091 as a leadership fundamental, Confucius, 212, 213, 1084, 1089, 1091–1092, 93, 1170 1098–1099 sensitivity, 1224 Connected intelligence, 1189 Contextual, 2, 14, 18, 46–47, 59, 82, 120, 123, Connecting, 38, 76, 244, 288–291, 304, 305, 141, 250, 251, 325, 432, 451, 482, 309, 351, 392, 455, 488, 511, 513, 538, 546, 547, 554, 563, 565, 621, 607, 682–685, 746, 905, 953, 984, 622, 632, 642, 649, 658, 664, 666, 999, 1000, 1002, 1189, 1226, 1243, 682–684, 699, 817, 818, 895, 954, 1247, 1250 969, 993, 997, 1026, 1054, 1061, Connectivity, 53, 244, 251, 253, 265, 849, 1072, 1091–1093, 1180, 1187, 860, 893 1218, 1224, 1237 Index 1309

Contextual literacy, 664 Council of Australian Governments Continuing Professional Development (CPD), (COAG), 91, 147, 189–191, 195, 84, 321, 327, 364, 366, 706, 780, 199–204, 1239 781, 786–788, 790, 831, 836–838, Counseling, 175, 408, 411, 624, 700, 709, 840, 841, 993, 1023, 1053, 1129, 1134, 1140, 1238, 1243 1057, 1150 Course formats, 638 Continuous improvement, 17, 35, 170, CPD. See Continuing professional 423, 452, 456, 457, 636, 977, development 1114, 1115, 1122, 1162, 1201, Creative space, 274 1211, 1240 Creativity, 6, 8, 11, 12, 32, 36, 39, 40, 110, Continuous professional development, 70, 112, 135, 136, 138, 140–142, 211, 635, 638–640, 699, 706, 707, 219, 221, 226, 230–232, 234, 235, 780, 782 238, 274, 278, 280, 282, 284, 290, Contract, 11, 45, 60, 66, 67, 70, 76, 302, 315, 291, 323, 420, 425–427, 461, 566, 399, 453, 503, 518, 532, 560, 561, 589, 593, 597, 630, 674, 683, 727, 655, 658, 662, 663, 667, 668, 698, 784, 806, 825, 835, 852, 855, 885, 781, 806, 823, 831, 904, 935, 921, 922, 927, 983–985, 987, 1174, 1225 994–996, 1002–1004, 1013, 1091, Control, 15, 30, 54, 59, 82, 91, 105, 134, 190, 1116, 1119, 1123, 1155–1157, 212, 225, 268, 308, 321, 351, 398, 1164, 1170, 1179, 1246, 1251, 1252 421, 451, 472, 510, 530, 554, 581, Cress, C.M., 819 596, 605, 639, 692, 743, 763, 826, Criteria, 12, 39, 92, 108, 109, 123, 157, 173, 835, 880, 893, 919, 932, 983, 998, 213, 218, 395, 410, 422, 477, 507, 1029, 1037, 1052, 1070, 1085, 565, 620, 648, 649, 656, 662, 667, 1107, 1133, 1149, 1198, 1238 668, 670, 704, 712, 744, 854, 872, Control and audit function, 700 877, 884, 899, 902, 903, 933, 940, Convergence, 11, 51, 111, 141, 215, 386, 508, 957, 1049, 1109, 1111, 1112, 1113, 621, 631, 829, 967 1115, 1118, 1121, 1122, 1123, Convictions, 32, 382, 684, 692, 698, 711, 749, 1149, 1241, 1252 770, 771, 921, 934, 1034–1039, Critical cultural awareness, 1169 1210, 1211 Critical friend, 9, 47, 274, 280–281, 389, 456, Cook, L., 982, 983 733, 741, 1178, 1180, 1181, 1185 Cook-Sather, A., 816 Critical inquiry, 976–978 Cook, T.D., 955, 956, 968 Cross-fertilization, 1170, 1175, 1182 Cooperative/cooperation, 15, 67, 95, 123, 194, Cross sectional, 117, 122, 469, 474, 477, 479, 229, 246, 247, 285, 287, 427, 460, 480, 481, 648, 664 531, 541, 624–625, 628–630, 636, Cross-sectional studies, 474, 477, 479 638, 642, 644, 647, 649, 674, 680, Crowther, F., 94, 151, 720, 727, 730–732, 707, 743, 825, 837, 846, 959, 960, 736, 868 1017, 1020, 1023, 1025, 1039, CSR. See Comprehensive school reform 1044, 1117, 1119, 1180, 1184, CT. See Chartered teacher 1189, 1224 CTC. See Collaborative team coaching Cooperative learning (CL), 959, 960, 962, 965, Cultivating leadership, 869 966, 1020, 1023, 1025, 1029, 1076 Cultural amelioration, 496 Cooperative school teams, 809 Cultural assimilation, 1187–1188 Coordination, 68, 84, 98, 151, 155, 160, 304, Cultural asymmetry, 1173 305, 309, 360, 401, 515, 540, 577, Cultural cues, 493 578, 606, 608, 704, 849, 855, 857, Cultural diversity, 23, 57, 450, 1037 879, 898, 919, 937, 945, 1017 Cultural domain, 1198–1200 Core duties and responsibilities Cultural history, 13, 29–47, 802 (of principals), 432 Cultural influence, 991, 1098–1099 Core purpose, 635, 636, 647, 995 Cultural isomorphs, 1 of school and schooling, 635 Culturally relevant leadership, Core technology, 892 17, 487–498 1310 Index

Culturally responsive leadership (US), 553, 589, 606, 620, 648, 654, 675, 697, 563–565 734, 743, 761, 802, 818, 836, 853, Cultural meaning of learning, 209 874, 891, 936, 956, 986, 1006, Cultural revolution, 213 1052, 1076, 1086, 1112, 1147, Culture, 2, 29, 52, 65, 81, 95, 103, 117, 129, 1180, 1203, 1238 150, 174, 195, 210, 228, 253, 267, collection, 117, 122, 203, 215, 252, 346, 298, 322, 349, 360, 388, 403, 420, 406, 507, 508, 648, 750–752, 968, 431, 445, 475, 489, 511, 531, 555, 1148, 1203, 1245 581, 593, 603, 620, 675, 701, 719, literacy, 509, 684, 986 753, 770, 781, 805, 817, 831, 847, Data-based decision making, 743 867, 906, 921, 937, 960, 981, 991, Data-based practice, 509, 512 1013, 1031, 1050, 1070, 1092, Davis, B., 850, 958, 978 1110, 1127, 1145, 1170, 1195, Davis, S., 953 1217, 1239 Day, C., 52, 53, 54, 73, 119, 321, 348, 456, of change, 111, 622–623, 734, 855, 1057 460, 472, 553, 621, 622, 707, 787, of fear, 1041 995, 997, 998, 1006 of learning, 13, 18, 103, 109, 111, 433, DBSA. See Development Bank 582, 993, 996, 1013–1014, of Southern Africa 1019–1021, 1024–1029 Decentralisation, 33, 46, 58, 59, 65, 69–71, of quality, 13, 108, 110, 298 106, 214, 226, 231, 244, 245, 268, of teaching and learning, 431, 432, 269, 284–285, 287, 298, 321–322, 459, 1159 427, 453–454, 510, 529–533, 536, Curriculum, 6, 30, 51, 58, 65, 90, 131, 148, 537, 545–546, 554, 555, 565, 572, 167, 190, 210, 228, 250, 287, 297, 636, 645, 692–694, 696, 701, 702, 320, 361, 377, 401, 424, 435, 445, 704, 711, 834, 916, 937–944, 1017, 475, 491, 504, 535, 562, 579, 596, 1018, 1090, 1094, 1154, 1224 606, 622, 654, 675, 695, 728, 759, Decentralization of education, 106, 226, 779, 799, 822, 835, 851, 877, 891, 268, 285, 298, 529–530, 532, 696, 918, 955, 996, 1015, 1048, 1071, 711, 1154 1083, 1130, 1151, 1178, 1197, Decentring, 1180, 1186 1225, 1239 Decision making, 9, 10, 15, 30, 36, 44, 45, 58, alignment, 180, 566 62, 74, 76, 77, 83, 134, 144, development competencies, 822 176–178, 204, 238, 243, 245, documents, 167, 168, 181, 183, 897, 252–253, 255–257, 264, 265, 272, 902–904, 906 274, 284, 303, 372, 384, 388, 405, leaders, 136, 151, 449, 453, 1025, 1152 427, 431, 454, 471, 476, 482, 519, management audit, 21, 891, 521, 529, 532, 535, 543, 564, 572, 909–911, 1243 577, 579, 584, 599, 622, 641, 656, meanings in different cultural 658, 684, 700, 705, 743, 751–752, settings, 1176 770, 773, 790, 834, 848, 849, 855, reform, 211–221, 365, 455, 519, 547, 695, 858, 859, 860, 868, 870, 872, 873, 996, 1091 876, 880, 898, 903, 945, 959, 984, software tools, 961 986, 992, 1005, 1016, 1018, 1024, studies, 633 1029, 1035, 1076, 1077, 1080, Czarniawska, B., 2, 1177 1094, 1097, 1100, 1110, 1122, 1158, 1211, 1212, 1217, 1245 power, 61, 303, 530, 532, 584, 658 D De-coupled organisational structure, 934 Darling-Hammond, L., 220, 312, 314, 337, Deep respect, 722, 981 742, 745, 770 Deep structures, 987 da Silva, L., 840 Deficit, 131, 135, 319, 490, 492, 493, 706, Data, 2, 40, 51, 61, 82, 91, 115, 146, 166, 203, 1219, 1221, 1231 215, 243, 269, 299, 325, 338, 379, Degrees of centralisation, 58 406, 445, 469, 503, 532, 560, 573, Delli-Carpini, M., 831 Index 1311

Demand, 10, 30, 54, 59, 83, 89, 106, 131, Development Bank of Southern Africa 144, 189, 210, 226, 246, 272, 292, (DBSA), 432, 436, 1249 324, 339, 355, 394, 413, 419, 432, Devolution, 15, 58, 61, 83, 204, 205, 319–321, 445, 487, 504, 530, 559, 571, 590, 323, 330, 433, 510, 696, 834, 958, 604, 623, 638, 669, 675, 692, 721, 1050, 1055, 1154, 1226 757, 786, 820, 835, 845, 884, 900, Dewey, J., 32, 34, 35, 38, 45, 178 933, 977, 992, 1011, 1031, 1073, Diagnosis, 280, 675, 906, 908, 997 1110, 1125, 1146, 1173, 1197, Diagnostic, 129, 159, 270, 638, 732, 733, 803, 1222, 1238 823, 825, 898, 903 Democracy, 30, 32, 34, 35, 37, 46, 47, 120, Dial, D., 833 178, 323, 404, 410, 413, 433, 543, Dialogic encounter, 1171 625, 633, 701, 702, 711, 820, 830, Dialogue, 2, 152, 170, 244, 256, 257, 279, 1016, 1041, 1089, 1092, 1096 349, 385, 411, 456, 497, 543, 615, Democratic Bildung, 66, 72, 74, 75, 625, 638, 663, 677, 700, 720, 788, 1189, 1232 872, 981, 998, 1031, 1048, 1137, Democratic leadership, 406, 1031–1033 1174, 1218, 1250 Democratic transformation, 434, 435 Diamond, J.B., 246, 719 Democratizing preschool education, Diaspora, 1134 130–131 Differential Demographic trough, 596 knowledge and research, 1181 Dempster, N., 13, 14, 20, 85, 89, 91, 97–99, language, 1181 143, 152, 154, 155, 355, 676–678, power, 1181 684, 687, 720, 723–724, 727, 736, Differentiating leadership, 829–833, 836, 837, 839, 840, 29, 276 1060–1063, 1170, 1185, 1218, Difficulty of understanding others, 461 1222, 1224, 1226, 1230 Diffusion of innovations, 289, 850 Deprivatization of practice, 170 Dimmock, C., 15, 225, 398, 401, 682, 932, Depth of learning, 1001–1002 953, 955, 991, 1006, 1084, 1087, Deregulation, 228, 268, 530, 533, 537, 1089–1092, 1094–1099, 1101, 937, 1092 1177, 1182, 1197, 1198, 1239 Designed structures, 984 Direct-effects model, 117, 470, 472–473 Designer leadership, 357, 597 Direction, 13, 15, 18, 31, 34, 53, 61–62, 70, Design metaphor, 953, 969 72, 74–77, 92, 107, 129, 170, 191, Design/pilot, 957 193, 197–202, 204, 210, 211, 231, Developing people, 72–73, 251, 304, 305, 309, 245, 250, 257, 263–264, 268, 274, 558, 621, 797, 1145 282, 304–306, 308, 309, 313, 322, Developing Thinking and Assessment for 324, 330, 350, 364, 398, 399, 437, Learning Programme, 1056 447, 449, 474, 488, 504, 505, 508, Development 520, 521, 531, 554, 557–560, 562, of leadership capacity, 428, 759 566, 573, 611, 621, 623, 629, 630, of school leaders, 13, 150, 248, 409–410, 632, 655, 677, 681, 685, 729, 745, 432, 545, 546, 623–624, 635, 638, 786, 805, 840, 871, 878, 879, 881, 647, 660, 676–678, 681, 682, 1038, 895, 898, 900, 901, 918, 920, 932, 1163, 1222 947, 981, 985, 994–996, 998, 999, Developmental 1004, 1014, 1032, 1033, 1039, capacities, 758, 760, 761, 763, 766, 1057, 1083, 1115, 1116, 1145, 771, 774 1175, 1248, 1252 coaching, 508 Direct leadership, 73, 166–173 diversity, 722, 762, 771, 773 Disadvantaged parents, 1215–1217, 1219, leadership capacity, 759 1221, 1229–1231 match, 774 deficit model, 1219, 1221 view of building human capacity, 772 Disadvantaged school communities, Developmental Approach to Professional 95–96, 202 Development, 768–771 Disciplinary procedures, 492 1312 Index

Disciplined dialogue, 154–155, 683, 723–724, District leadership, 16, 53, 244, 337, 338, 342, 727, 731, 737 351, 506, 603 Discourse, 3–5, 15, 29, 30, 38–42, 45, 47, 68, District profile, 257–260 71, 75, 76, 86, 94, 132, 152, 170, Diverse school contexts, 772, 1140 171, 183, 190, 193–195, 199–201, Diverse students, 491, 505, 1107, 1161 204, 205, 221, 271, 322, 323, 397, Diversified teaching methods, 492, 496 431, 512, 563, 607, 639, 679, 693, Diversity, 3, 17, 22–23, 32, 38, 57, 83, 117, 779, 787, 824, 868, 870, 893, 910, 131, 133, 134, 141, 210, 230, 231, 931, 934–937, 939, 949, 981–985, 238, 244, 274, 284, 320, 325, 348, 1034, 1036, 1052, 1126, 1127, 450, 461, 491, 556, 563, 566, 597, 1132–1139, 1181, 1182, 1187, 605, 630, 691, 722, 749, 762, 771, 1226, 1231, 1239, 1240, 773, 817, 823–825, 827, 845, 852, 1242–1245, 1247, 1252 910, 979, 982, 983, 1028, 1034, of contest, 1127, 1135 1051, 1055, 1086, 1107, 1110, of control and fear, 1133 1117, 1125–1165, 1189, 1242 of effectivity, 935 Doctoral dissertations, 117 of fear, 1136, 1137 Doing a good job, 759, 1132 of innovation, 935 Domains, 7, 21, 39, 52, 136, 141, 144, 149, of justice, 1137 199, 289–290, 292, 376–380, 388, of order and control, 1139 393, 395, 426, 472, 481, 540, 547, of order control and fear, 1139 580, 607, 621, 679, 762, 834, Discursive institutionalism, 934 944–948, 976, 987, 1019, 1020, Discussion, 9, 31, 59, 84, 99, 120, 139, 144, 1024, 1031, 1151, 1174, 167, 190, 209, 236, 250, 278, 337, 1198–1200, 1210 355, 385, 398, 428, 434, 474, 489, Dropout, 54, 347, 459, 494, 513–511, 572, 543, 560, 577, 590, 607, 608, 610, 710, 812, 820, 853, 938, 1196, 1204 626, 649, 657, 683, 729, 742, 769, Dualism, 120–121, 283 814, 829, 862, 868, 898, 954, 981, Dudd, R.D., 833 999, 1035, 1048, 1084, 1130, 1171, Duignan, P., 149, 152, 678, 683, 684, 686, 730 1195, 1216 Dynamic, 3, 30–35, 46, 47, 70, 122, 200, 220, Disequilibrium, 237 226, 231–233, 237, 244, 245, 258, Dispersed leadership, 868, 1153 260–264, 270, 274, 284, 288, 289, Distant leaders, 130 291, 292, 315, 349, 377, 383, 384, Distinction in job performance, 112, 141 419, 471, 479, 481, 517, 538, 566, Distinctiveness, 319, 320 683, 705, 762, 818, 836, 847, 849, Distributed, 19, 43, 65, 71, 85–86, 119, 120, 851, 860, 882, 919, 924, 940, 941, 158, 194, 229, 246, 303, 307, 324, 948, 949, 959, 962, 976, 979, 987, 340, 369, 370, 399, 441, 451, 454, 999, 1013, 1020, 1021, 1026, 1037, 471, 506, 515, 581, 594, 599, 610, 1039, 1044, 1083, 1086, 1098, 622, 627, 630, 632, 648, 683, 707, 1101, 1149, 1253 721–722, 724, 737, 789, 858, 867–870, 918, 948, 958, 983, 986, 997, 1005–1007, 1053, 1061, 1062, E 1069, 1073, 1075, 1076, 1078–1080, Earl, L.M., 211, 506, 684, 686, 722, 854, 1183, 1184, 1189, 1211, 1230 926, 986 expertise, 632 Early Numeracy Research Project, 147 intelligence, 340, 1189 Early Years Literacy (EYL) Program, leadership, 44, 60, 85–86, 119, 158, 229, 145–146 303, 307, 324, 369, 454, 581, 594, Eccles, J.S., 836 599, 648, 683, 707, 721–722, 724, ECM. See Every Child Matters 867–870, 948, 958, 986, 997, 1005, Ecology, 21, 235, 290, 595, 772, 836, 958, 1006, 1053, 1061, 1062, 1069, 975–988, 1032, 1033, 1244, 1246, 1075, 1076, 1078, 1080, 1183, 1247, 1253 1189, 1211, 1230 perspective, 21, 975, 976, 978, 980, 983, Distribution of leadership, 506, 737, 1005 985, 987, 988, 1246, 1247, 1253 Index 1313

of the school, 772, 1244 565, 580, 592, 607, 619, 636, 660, theory, 772, 958 679, 719, 871, 932, 991, 1031, Economic 1152, 1179, 1237 collapse, 1146, 1155 journals, 87, 116 imperative, 225–240, 1238–1240 outcome, 104, 117, 148, 190, 192, 463, power, 13, 29–32, 36–42, 45, 47, 494, 573, 584, 620, 659, 1010, 211, 1240 1016, 1122, 1182 productivity, 90, 1091 policy, 3, 18, 46, 68, 82, 106, 121, 190, Ecosystem, 279, 288, 289, 291, 852 191, 204, 232, 233, 272, 315, 320, Education 371, 404, 422, 426, 446, 554, 555, alliance, 1224–1227, 1231 619, 627, 633, 635, 653, 659, 703, for justice and dignity, 819 785, 935, 996, 1019, 1029, 1069, management development, 398, 434, 435 1075, 1112, 1175, 1237 quality, 13–15, 17, 19, 22, 23, 58, 59, 65, environments, 89–92, 99 70, 75, 93–94, 104, 106–108, 110, institution, 1112 137, 192, 210, 213, 225, 227, 228, portal, 109, 850, 860–863 285, 297, 298, 303, 305, 309–311, potential, 426, 436, 488, 1043 313, 435, 448, 451, 457, 462, 490, reform, 22, 30, 32, 34, 55, 104, 106, 107, 495, 544, 571–573, 583, 584, 628, 109, 129, 146, 210, 212, 215, 659, 692–694, 698, 699, 707, 784, 226–231, 248, 297, 313, 345, 796, 846, 851, 1000, 1014–1017, 447–448, 507, 537, 572, 627, 1020–1024, 1091, 1111, 1119, 691–693, 701, 702, 706, 845, 1157, 1164, 1241 846, 851–857, 915, 926, 1015, reform, 22, 30, 32, 34, 55, 104, 106, 107, 1017–1020, 1051, 1069–1074, 109, 129, 146, 210, 212, 215, 1084, 1088, 1091, 1095, 1099, 226–231, 248, 297, 313, 345, 1100, 1111, 1144, 1151, 447–448, 507, 537, 572, 627, 1157, 1164 691–693, 701, 702, 706, 845, 846, classroom level, 220–221, 1074–1079 851–857, 915, 926, 1015, school level, 211, 1079 1017–1020, 1051, 1069–1074, system level, 1079–1080 1084, 1088, 1091, 1095, 1099, relevance, 128, 701, 834 1100, 1111, 1144, 1151, 1157, 1164 standards, 194, 276, 321, 432, 691, 704, Education Act 1996, 426, 427 791, 1017 Educational system, 31, 34–36, 86, 123, 129, 230, 247, challenges, 29, 226, 251–252, 270, 275, 276, 288, 299, 345, 355, 458–462, 757 365, 518, 519, 530, 533, 583, 597, climate, 171, 487, 495 628, 653, 654, 693, 699, 700, 703, disparities, 22, 620, 891, 1069–1080 709, 712, 818, 820, 826, 827, 891, effectiveness, 117, 124, 264, 451, 650, 785, 892, 897, 931, 988, 1017, 1031, 1072, 1074 1033, 1034, 1056, 1217 environment, 95, 152, 244, 264, 451, 496, Educational achievement in Latin America and 850, 1044, 1180 the Caribbean, 57 innovations, 108, 131, 288, 700, 705, Educational Leadership Practices Survey, 664, 846–853, 862, 863, 996 667–668 leaders, 13, 16, 30, 31, 46, 47, 61, 83, 107, Education Reform Act, 1051 128, 132–134, 138–140, 189, 226, Education Sector Workforce Planning 247, 257, 272–274, 302, 355–372, Framework for Action, 248 395, 403, 422, 449, 454, 456, 487, Effective leadership, 61, 94, 158, 245, 337, 488, 489, 494, 496, 497, 582, 583, 340, 341, 375, 381, 400, 420, 449, 590, 600, 620–621, 624, 625, 661, 454–456, 475, 482, 581, 583–584, 679, 680, 686, 773, 835, 933, 1034, 608, 611, 622, 623, 626, 648, 666, 1035, 1038–1043, 1156 686, 783, 786, 833, 953, 1035, leadership, 2, 31, 54, 87, 103, 115, 129, 1072–1074, 1077, 1158 147, 189, 245, 311, 324, 339, 355, in learning, 158, 420, 666, 686 376, 403, 422, 449, 488, 506, 542, model, 454, 622, 1072–1074 1314 Index

Effectiveness, 4, 40, 52, 59, 87, 90, 117, 147, 834, 849, 854, 870, 882, 923, 1002, 171, 190, 216, 251, 312, 387, 419, 1025, 1158, 1184, 1220 447, 469, 489, 557, 581, 609, 625, Engeström, Y., 1170–1171, 1189 637, 664, 675, 699, 720, 781, 795, England, 3, 7–8, 20, 66, 82, 83, 85, 122, 867, 893, 921, 962, 992, 1028, 320–322, 324, 326–329, 351, 358, 1035, 1058, 1085, 1109, 1197, 1239 400, 404, 433, 553, 559, 592, 593, in achieving institutional goal, 1109 608, 622, 669–670, 725, 779–781, Effective practice, 51–52, 94, 248, 348, 349, 788–791, 796, 799, 802, 806, 873, 608–610, 615, 616, 921, 967, 977, 879, 995, 997, 1006, 1048, 985, 1053 1050–1053, 1057–1058, Effective teaching, 53, 147, 149, 182, 190, 1060–1063, 1150, 1160–1161, 239, 246, 264, 356, 378, 471, 504, 1170, 1239, 1250 661, 675, 721, 725, 995, 1029 English as a second language (ESL), 244, 245, Effects, 4, 29, 59, 69, 89, 117, 144, 209, 235, 252–253, 258, 260 257, 268, 321, 351, 394, 402, 433, Entrepreneurship club, 234 448, 470, 509, 557, 572, 593, 622, Environmental synergies, 1246 637, 662, 706, 790, 799, 827, 868, Epistemological foundations, 621, 633 901, 933, 954, 976, 997, 1018, Equity, 17, 47, 95, 96, 119, 128, 190, 232, 1048, 1070, 1101, 1112, 1146, 247, 297, 315, 408, 425, 436, 488, 1220, 1238 491, 492, 498, 503–506, 535, 559, size, 151, 954, 961, 965–966, 968 572, 625, 658, 674, 699, 701, 707, Efficacy, 52, 94, 96, 150, 216, 250, 251, 370, 711, 812, 817, 852, 895, 896, 898, 400, 460, 470, 476, 477, 479, 673, 910, 919, 1152, 1174–1175, 1223, 680, 682, 683, 686, 748, 832, 953, 1240 964, 968, 979, 983, 986, 997, 1003, Erwin, T.D., 835 1040, 1107, 1108, 1144, 1145 5 ‘e’s’ framework, 1183–1184 Efficiency-driven, 228, 229 ESL. See English as a second language EGA school. See Elizabeth Garrett Espoused theory, 977 Anderson school ESR. See External School Review Egypt, 104–106, 109, 1011–1029, 1118 ET. See Excellent teacher Egyptian education, 1016, 1019–1020 Ethnic diversity, 83, 491, 762, 1072 Eight Schools Project, 1053, 1058, Ethnocentricity, 2–3, 1177, 1182 1059, 1061 European school projects, 1185 Ekholm, M., 834 European Union Commission, 67 Eley, D., 835 Evaluating impact, 807–815 Elizabeth Garrett Anderson (EGA) school, Evaluating Quality in School Education 885–886 international project, 1175 Embedded design, 959–964, 966, 967 Evaluation, 11, 44, 52, 58, 65, 84, 104, 127, Emergency program, 130, 132, 133 152, 170, 192, 218, 245, 291, 300, Emergent 323, 339, 363, 386, 422, 432, 453, feedback, 959, 962–964, 966, 967 511, 530, 578, 611, 620, 636, 655, practice, 11, 1185, 1189 688, 694, 741, 781, 795, 821, 849, structures, 984 867, 898, 921, 938, 955, 1052, Emerging future, 55, 270, 285–286, 288, 1073, 1089, 1108, 1182, 1241 290–291 Evaluation of PD, 636, 640, 642 Emotional intelligence, 5–6, 256, 279, 280, Evans, A., 1125–1127 741, 802, 996, 998, 1013, 1247 Evans, J., 324, 1155 Empirical research, 19, 87, 116, 124, 149, 153, Evans, R., 955, 969 159, 471, 472, 642–647, 650 Every Child Matters (ECM), 325, 804, Employment of Educators Act 875, 925 (South Africa), 432 Evidence, 4, 41, 52, 82, 92, 103, 117, 143, Empowerment, 62, 97, 110, 111, 176, 177, 182, 193, 217, 235, 243, 268, 307, 272, 275, 302, 323, 507, 521, 563, 321, 338, 355, 377, 403, 439, 447, 571, 580, 582, 699, 741–742, 831, 479, 518, 537, 564, 574, 592, 603, Index 1315

624, 648, 656, 680, 707, 737, 744, evaluation, 343, 532, 546, 699–700, 704, 780, 804, 826, 831, 849, 867, 892, 825–826, 957, 962, 964, 965, 923, 964, 980, 991, 1018, 1038, 967–968 1049, 1069, 1095, 1158, 1173, quality assurance (QA), 1038, 1118 1195, 1216, 1241 External School Review (ESR), 1094 based practice, 609, 616, 686, 785 Extra mental and emotional energy, informed, 15, 243–265, 338, 1002 1157–1158 Exam contagion, 217–218 EYL Program. See Early Years Literacy Examination, 15, 39, 143, 144, 158, 169–170, Program 210, 212–214, 217, 229, 232, 253, 268, 298, 395, 407, 409, 420, 428, 432, 455, 459, 506, F 515, 553, 560, 583, 591, 697, Face-to-face teacher preparation, 821 705, 742, 823, 832, 905, 909, Failing schools, 4, 83, 562, 656, 1246 910, 936, 1011, 1051, 1052, Failures of decentralisation, 59 1059, 1179, 1197, 1205, 1210 Families-schools partnerships, 1229 Examination-oriented, 16, 420, 428, framework, 1215, 1229–1231, 1251 1197, 1210 Farrell, T.S.C., 977 Exam system, 212–213, 215, 217–221 Fear, 30, 87, 90, 91, 387, 414, 655, 665, 669, Excellence, 17, 20, 53, 60, 108, 109, 111–112, 998, 1037, 1040, 1041, 1131–1133, 131, 141, 146, 199, 230, 234–236, 1135–1137, 1139, 1140, 1181, 249, 264, 277, 288, 290, 299, 324, 1198–1199 433, 451, 452, 456, 488, 491, 498, of changing demographics, 1133 674, 733, 734, 784, 820–821, Federalist Papers, 31, 33–35 826–827, 954, 993, 1015, 1022, Federal system, 58, 93, 191, 284, 285 1055, 1108, 1113, 1120, 1150, Feedback, 52, 132, 167, 168, 250, 252, 264, 1151, 1153, 1162 284, 339, 346, 347, 349, 369, 379, Excellent teacher (ET), 449, 674, 779–782, 380, 383, 384, 389, 391, 393, 427, 786, 789–791, 802 461, 492, 513, 578, 606–607, 630, Excessive work load, 1158–1159 631, 637, 638, 640, 642, 662, 664, Expectancy theory, 493, 1156, 1157 665, 700, 710, 733, 734, 744, 749, Expectation, 11, 65, 86, 92, 148, 174, 197, 759, 771, 783, 808–810, 820, 848, 220, 226, 245, 297, 324, 350, 365, 854, 873, 874, 877, 896, 899, 381, 402, 431, 445, 490, 504, 541, 935–936, 955, 956, 958–964, 966, 554, 581, 610, 619, 638, 659, 675, 967, 969, 985, 986, 998, 999, 1013, 728, 763, 791, 806, 831, 847, 874, 1021, 1027, 1049, 1053, 1071, 895, 938, 955, 981, 992, 1023, 1077, 1079, 1080, 1122, 1033, 1097, 1108, 1125, 1146, 1182, 1186 1182, 1197, 1217, 1241 loop, 167, 475, 479–481, 847, 849, 854, Experience-based, 277, 404, 405, 541, 630, 935–936, 985, 1079 1077, 1248 Feminism, 1132, 1138–1139, 1189 Experienced Principals Development Fend, H., 643 Programme, 662, 664–667 Ferguson, M., 94, 151, 508, 720–722, 727, Experience orientation, 636, 772, 835 730–732, 736, 868 Experiential learning, 16, 83, 355–357, 369, Fernandez, R.R., 835 383, 388, 421, 1249 Ferriman, K., 833 models, 355, 356, 360–361 FFP. See Fitness for purpose Experiential training programme, 435 Fielding, M., 832–833, 835, 870, 877 Extended and research courses, 214, Finding of oneself and others, 393 216–220 Fink, D., 18, 54, 419, 450–451, 456–460, 462, External 471, 506, 582, 589, 590, 683, 722, accountability, 11, 53, 243–265, 347, 954, 969, 981, 986, 1006, 1039, 507, 510, 520, 699, 923, 1063, 1154, 1197–1202, 1206, 1210–1212, 1094, 1243 1237–1238, 1246, 1251–1252 1316 Index

Finland, 530–532, 535, 537–541, 547, FRH. See Flexible routes to headship 577, 583 Friend, M., 982, 983 The First Arab Human From theory to praxis, 635, 637–638 Development Report, 104 Frontline educational leaders, 107, 133–134 First steps program, 145 Frost, D., 4, 7, 10, 20, 81, 85, 86, 94, 96, 152, First-time principals, 659, 668 277, 281, 621, 623, 674, 723, 724, First Time Principals programme, 659, 662 727, 728, 741, 760, 813, 867–869, Fiske, E.B., 669, 937 879, 932, 1182, 1189, 1247 Fiske, J., 1139 Fullan, M., 44, 121, 146, 159, 244, 251, 255, Fitness for purpose (FFP), 1109, 1113 272, 275, 279, 282–283, 292, 338, Flat model of organisation, 943–944, 946–947 375, 424, 438, 455, 462, 471, 494, Flexible routes to headship (FRH), 327, 363, 497, 589, 605, 606, 613, 621, 623, 364, 366, 368, 369, 371 628–629, 631, 684, 686, 691, 699, Flow, 5, 6, 8–10, 13, 32, 93, 212, 229, 237, 760, 770, 926, 954–956, 998, 1006, 239, 252, 289–291, 351, 582, 592, 1033, 1038, 1072, 1144, 1146, 869, 875, 895, 896, 983–985, 1023, 1150–1151, 1224 1062, 1083, 1085–1086, 1093, Fullan, M.G., 728 1127, 1174, 1181, 1182, 1222, Fundamentals of a learning climate, 572, 1012 1238, 1243, 1247 Furrer, C., 835 Focusing on schools, 4, 70–72, 83, 111, 150, 170, 180, 192, 215, 216, 230, 247–250, 315, 382, 407, 410, 431, G 445, 458, 543, 554, 557, 563, 582, Gallagher, M., 52, 55 622, 625, 628, 657, 696, 697, 749, Gannon, M., 830 789, 873, 1032, 1070, 1170, Gender, 22, 128, 227, 245, 289, 308–310, 315, 1230, 1244 436, 446, 461, 476, 495, 536, 574, Followership, 284, 728, 1247 762, 835, 891, 893, 906, 907, 910, Formal definition of the principal’s role, 911, 982, 1016, 1071, 1127, 301–303 1132–1134, 1160, 1219, 1250 Formal school culture, 1199 General teaching council, 364, 787, 873 Formative assessment, 85, 239, 379, 823, 825, Generation X (X’ers), 595–597, 833 827, 1047–1049, 1051, 1052, 1053, Gen Y, 54 1061 Gerber, S.B., 835 Foucault, M., 67, 69, 893, 1139 Getting it Right literacy project, 146, 954 Fox, K.R., 819 Gherardi, S., 977, 983 FPE. See Free primary education GLA data. See Grade Level Fragmentation, 52, 191, 204, 231, 264, 268, of Achievement data 359, 659, 711, 802, 803, 931, 983, Globalisation, 51, 67, 68, 82, 211, 228, 229, 985, 1023, 1033, 1055, 1099, 1238, 323, 426, 488, 817, 845, 846, 851, 1252 935, 991, 1007, 1032, 1117 Framework, 11, 31, 53, 69, 85, 92, 107, 115, Glocal, 488 143, 146, 165, 189, 244, 301, 323, Glocalization, 488 338, 365, 378, 405, 425, 454, 477, Goal-directedness, 141 496, 506, 530, 563, 583, 593, 607, Goh Ek Piang, 234 620, 642, 654, 674, 701, 720, 742, Goodness of fit, 763 802, 826, 840, 850, 881, 894, 915, Gorely, T., 835 931, 956, 977, 1048, 1073, 1084, Governance, 13, 17, 18, 29–39, 45, 46, 51–52, 1113, 1150, 1178, 1217 67–69, 75–77, 95, 138, 227, 229, for network leadership, 21, 85, 927 230, 233, 268, 269, 319, 321, 323, Framing, 4, 211, 360, 391, 505, 660, 977, 363, 381, 405, 433–435, 437, 439, 1136 441, 450, 454, 471, 476, 509–510, Free and uniform primary education, 227 518–519, 529–535, 545–546, 548, Free primary education (FPE), 459, 1196, 549, 554–555, 560, 565, 599, 620, 1197, 1204 625, 633, 654, 656, 691–693, 880, Index 1317

884–885, 900, 918, 919, 955, 1018, Hargreaves, A., 274, 451, 457, 459, 462, 494, 1086, 1091, 1118, 1123, 1153, 595, 596, 677, 691, 719, 721, 760, 1154, 1194, 1195, 1219, 1222, 1240 926, 981–983, 985, 986, 1006, of education, 319, 532, 533 1154, 1198–1200, 1244 Government, 3, 33, 51, 59, 65, 89, 104, 113, Hargreaves, D.H., 8, 372, 706, 847, 863, 969, 120, 130, 143, 173, 190, 210, 225, 1052, 1197, 1198, 1201, 1206, 1210 250, 267, 299, 319, 338, 356, 400, Harmony, 237, 820, 849, 855, 859, 981, 982, 425, 431, 446, 509, 530, 554, 578, 999, 1003–1004, 1089, 1092, 1101, 589, 605, 620, 654, 674, 691, 780, 1197, 1198 797, 827, 840, 846, 881, 892, 924, Harris, A., 52, 53, 62, 94, 120, 122, 268, 298, 935, 1015, 1047, 1083, 1108, 1126, 304, 344, 348, 357, 368, 400, 403, 1143, 1171, 1196, 1215, 1238 419, 548, 558, 581, 599, 622, 643, Government-school relations, 1093, 1194 648, 683, 719, 721, 787, 790, 918, Governors, 36, 43, 45, 399–400, 405, 666, 995, 997, 998, 1000, 1006, 1212 800, 802–804, 1092, 1247 Haslam, A., 833 Grace, G.R., 189, 226, 835 HEAC. See Higher Education Accreditation Grade Level of Achievement (GLA) data, Commission 252–254, 258, 260, 261 Headship preparation, 16, 83, 355–359, Grammar of the field, 269, 291 361–372 Grande Prairie, Alberta, 254–264 Head teacher, 4, 82, 83, 85, 118–119, 121, Great-leap-forward, 993–994 305, 308, 324–330, 355, 356, Gronn, P., 4, 191, 324, 328, 329, 356–361, 358–360, 362–366, 368–372, 398, 366, 369–371, 471, 590, 593, 597, 405, 412–413, 421, 447, 450, 451, 599, 621, 721, 830, 868, 932, 1038, 453, 456, 457, 589, 669, 759, 784, 1142, 1170 787–790, 800, 802, 803, 874, 880, Groups, 13, 33, 52, 57, 69, 96, 128, 144, 165, 886, 949, 1025–1026, 1032, 1034, 198, 210, 230, 250, 271, 298, 328, 1035, 1038–1043, 1052, 1053, 338, 360, 379, 398, 423, 433, 447, 1058–1059, 1178, 1237, 1240, 1242 492, 509, 534, 556, 593, 604, 620, Hector, M.A., 835 636, 660, 681, 692, 719, 742, 767, Helmke, A., 643 783, 796, 826, 830, 847, 874, 893, Hess, R.T., 719, 720, 746, 748 915, 933, 960, 979, 1004, 1014, Heterogeneity, 133, 139, 238, 279–280, 283, 1031, 1047, 1070, 1083, 1108, 286, 287, 495, 642, 692, 941, 1229 1128, 1144, 1174, 1197, 1216, 1240 Heuristic tool, 93, 682–685 Growth, 20, 37, 52, 147, 226, 248, 270, 299, Hierarchy, 15, 134, 144, 269, 274, 288–291, 337, 377, 424, 448, 470, 498, 571, 327, 411, 535, 541, 547, 549, 695, 596, 605, 649, 683, 693, 743, 757, 722, 869, 871, 872, 891–911, 918, 787, 796, 826, 839, 870, 911, 935, 920–921, 933, 934, 940, 944, 945, 967, 977, 992, 1014, 1041, 1116, 986, 1028, 1031, 1089, 1092, 1098, 1163, 1201, 1230, 1239 1099, 1101, 1217, 1221, 1222, models, 123, 472, 649 1230, 1242, 1247 Grow your own, 598, 599 High Education Council, 107, 127, 130 Guiney, S.Z., 984 Higher education, 108, 110, 120, 133, 203, Guskey, T.R., 20, 84, 643, 795, 809, 810, 297, 311, 329, 405, 830, 846, 850, 812, 815 857, 858, 1017, 1033, 1107–1111, 1113, 1115–1123, 1152 Higher Education Accreditation Commission H (HEAC), 108, 1120–1123 Hall, G.E., 272 Higher Education Institution, 23, 108, 131, Hall, S., 1127 198, 233, 311, 432, 435, 436, Handa, 1133, 1134 620–621, 623, 633, 1000, 1034, Hann, L., 94, 151, 720, 727, 730–732, 1108–1113, 1115–1122 736, 868 Higher-level cognitive skills development, 825 Hard and soft governance, 67, 69, 546 High Exam, 210–215, 217–220 1318 Index

High need schools, 18, 553–567 Ideal school culture, 1198, 1200 High stakes, 14, 95, 149, 165, 182, 211–213, IDEAS. See Innovative Design for Enhancing 219, 229, 234, 239, 240, 244, Achievement in Schools 351–352, 555, 564, 566, 675–676, Identity, 1, 6, 17, 38, 178, 200, 267, 269, 285, 709, 894, 903–905, 909, 1098, 322, 359, 362, 371, 402, 694, 706, 1237, 1238 728, 764, 765, 831–834, 836, 839, Hill, H.C., 515 852, 880, 892, 919, 939, 940, 944, Hipp, K.K., 170, 982 977, 986, 987, 1004, 1014, 1024, Hire and hope, 598 1040, 1042, 1043, 1077, 1127, Historical institutionalism, 934 1131–1135, 1138, 1151–1158, HIV/AIDS, 454, 1160, 1196, 1204 1170, 1189, 1210, 1211, 1225, Hoffman, J., 980 1239, 1247 Hohepa, M., 92, 658–663, 721, 1242 Ideological, 2, 32, 44, 90, 119, 180, 211, 322, Holding environment, 768–769, 771, 773 371, 490, 533, 565, 584, 595, 596, Holdsworth, R., 833 764, 766, 768, 779, 893–894, 896, Holistic student development, 211, 218, 234 900, 902, 904, 908, 909, 919, 955, Holt, N.L., 835 1034–1036, 1044, 1083, 1086, 1090 Home-school dialogue, 1230 IEA. See International Association for the Home-school partnerships, 238, 1218, 1222, Evaluation of Educational 1227, 1228, 1230 Achievement Homogenisation, 66, 271, 695, 698, 704, IEL. See Institute for Education Leadership 827, 1130 Illiteracy, 819, 820, 1016 Hopkins, D., 52, 53, 62, 94, 170, 209, 220, Immigration, 36, 53, 540, 556, 565, 604, 612, 221, 298, 304, 315, 330, 341, 348, 694, 892, 1126, 1128, 1133 403, 419, 454, 463, 469, 470, 557, Impact, 5, 52, 58, 70, 80, 93, 108, 117, 138, 581, 594, 599, 620, 622, 629, 677, 144, 168, 190, 212, 235, 250, 273, 707, 719, 721, 869, 926, 998, 1000, 298, 320, 338, 356, 379, 403, 422, 1006, 1052, 1197, 1201, 1206, 1210 441, 447, 471, 489, 557, 581, 596, Hord, S.M., 170, 272, 537, 722, 760 603, 619, 635, 656, 680, 700, 721, Horrigan, J., 831 782, 795, 818, 840, 847, 867, 896, Hothouse school culture, 1198–1199 915, 931, 956, 979, 994, 1016, Hoy, W., 30, 980 1032, 1049, 1070, 1087, 1107, Huffaker, D., 833 1127, 1149, 1173, 1215, 1238 Huffman, J.B., 170, 982 evaluation, 84, 637, 800, 801, 807, 810, Human agency, 152, 622, 683, 728, 935, 945, 813, 815 1176, 1181, 1187, 1189, 1247 of PD, 647 Human capacity building, 772 Imperial Exam, 210, 212–213 Human capital, 35, 189, 226–228, 236–237, Implementation, 17, 44, 52, 60, 90, 106, 128, 425, 426, 629, 1017, 1218, 145, 192, 215, 226, 249, 268, 297, 1238–1239 322, 338, 370, 378, 401, 422, 440, Human capital theory, 189, 190 447, 471, 520, 530, 555, 572, 604, Human relations, 178, 979 620, 636, 677, 692, 732, 742, 771, Human resource framework, 178, 629 781, 801, 847, 884, 895, 931, 937, Human resource management, 62, 69–70, 421, 953, 975, 993, 1013, 1033, 1051, 432, 438, 548–549, 629, 961 1072, 1083, 1144, 1180, 1186, Hutchens, T.A., 835 1215, 1217, 1250 Hybrid spaces, 1184, 1187 Imposing meaning, 1125–1140 Hyperinflation, 1143 Imposing understandings, 1138, 1140 Improving School Leadership, 70, 292, 330, 356, 571, 620, 628, 653, 658, 659 I Improving School Leadership project, 571, IAB. See Institute Aminuddin Baki 620, 653, 658, 659 ICT in education, 92, 134, 148, 236, 860, 966, Incentivised CPD (Continuing professional 967, 1107 development), 781 Index 1319

Inclusive schools, 39, 461, 564, 566, 852, 873, 874, 878, 915, 925, 955, 632, 1004 976–978, 1001–1003, 1029, 1059, Independent study, 60, 710, 821, 1056 1070, 1163, 1175, 1181, 1185, Individual needs, 21, 640, 748, 801, 804–805, 1202, 1218, 1230, 1246, 1252 1028, 1042 as an interrogatory interstitial space, 1185 Individual student plans, 66, 74, 427 context-sensitive, 1181 Individual transformation, 355, 368–371 focused, 515, 1001, 1003, 1175 Industry partnerships, 1220 learning, 85, 211, 221, 675–676, 741–742, Ineffective leadership, 3–4, 340 852, 1252–1253 Inert knowledge, 635, 1014 into Making the Schooling System Work Influence, 2, 29, 53, 64, 84, 89, 117, 134, 151, for Every Child, 1070 166, 188, 209, 238, 244, 267, 321, INSET days, 452, 453, 804, 806–807 338, 365, 382, 398, 419, 447, 470, Institute Aminuddin Baki (IAB), 421–424 489, 505, 529, 555, 581, 590, 605, Institute for Education Leadership (IEL), 620, 637, 673, 699, 770, 788, 805, 338–340, 342, 345, 346, 350, 831, 867, 869, 896, 932, 954, 976, 608–610, 614 991, 1014, 1032, 1047, 1077, 1083, Institutional, 5, 32, 60, 67, 103, 130, 233, 269, 1118, 1144, 1186, 1198, 1218, 1237 301, 355, 446, 489, 540, 562, 571, Influence and participation of young people in 636, 693, 764, 801, 840, 847, 870, their learning (IPiL) project, 20, 86, 896, 931, 982, 1006, 1034, 1073, 867, 872, 875, 876, 878, 879, 881 1086, 1107, 1139, 1182, 1216 Informational learning, 761 advisor, 698 Information and communication technology arrangements, 934, 942, 1006, 1093 (ICT), 106, 131, 132, 134, 136, 148, layering, 934, 942–943 201, 230, 235, 236, 325, 450, 960, regulations and norms, 67 961, 963, 966, 967, 1091 theory, 46, 933, 934 in education, 131, 132, 136, 148, 235, 236, transformation, 355, 364, 369–371 960, 961, 1091 Institutionalism, 933, 934 Information and knowledge gaps, 572, and social construction, 933 927, 1040 Institutionalization, 5, 32, 39, 74, 111, 131, Information Technology Authority (ITA), 862 133, 269, 446, 562, 695, 696, 848, Innovation, 20, 32, 58, 68, 85, 103, 128, 148, 849, 855, 857, 858, 862, 896, 897, 192, 212, 226, 268, 323, 362, 424, 899, 900, 932–937, 939–943, 947, 449, 524, 590, 632, 638, 691, 724, 1075, 1077, 1100, 1217 779, 821, 845, 869, 895, 918, 935, Instructional 958, 981, 996, 1021, 1033, 1091, alignment, 167, 519 1119, 1145 effectiveness, 489 Innovation cycle, 850, 863 facet, 14, 107, 137–139 Innovation sustainability wheel (ISW), 20, improvement, 169, 170, 256, 449, 506, 108, 109, 848–850, 854, 855, 857, 507, 512–522, 581, 1162 859, 863 leadership, 5, 14, 59, 61, 62, 72, 83, Innovative Design for Enhancing Achievement 165–184, 239, 246, 249–251, in Schools (IDEAS), 151–152, 157, 303–306, 308–310, 313, 314, 343, 724, 730–736 344, 363, 364, 438, 497, 506, 516, Innovative teaching circles, 821 519–521, 523, 524, 537, 566, 591, INQAAHE glossary. See International 612–613, 1161, 1240–1246, Network for Quality Assurance 5011–514 Agencies in Higher Education supervision, 741–753 Inquiry, 11, 32, 52, 170, 171, 192, 211, 221, Instrumental 273, 290, 337, 379, 383, 394, 412, managerialism, 600 414, 447, 455, 488, 497, 513, 515, organisational perspective, 947 516, 520, 527, 597, 606, 655, 670, ways of knowing, 762–768, 771 675–676, 705, 732, 741, 742, 746, Integrated Program (IP), 230 748, 752–753, 758, 767, 769–773, Integration Pedagogy, 131 1320 Index

Intellectual English as a lingua franca in international capital, 232, 287, 426, 787, 869 project work, 1182 leadership, 112 impact, 1182, 1186 Intelligence, 5, 256, 279, 288, 292, 340, 684, International school, 1007 802, 825, 878, 958, 963, 1041, International Successful School Principalship 1179, 1189 Project (ISSPP), 18, 66, 73, Interaction, 7, 17, 72, 73, 156, 234, 279–282, 553–567 285, 290, 291, 304, 305, 309, 330, The International Teacher Leadership 362, 375, 377, 390–391, 399, 402, Project, 1182 405, 407, 411, 432, 454, 457, 475, International trends in PD, 636 488, 508, 511, 522, 533, 537, 538, Interpersonal, 16, 83–84, 97, 152, 159, 580, 591, 597, 629, 637, 683, 684, 235, 270, 330, 366, 368, 369, 700, 706, 707, 722, 742–744, 753, 375–380, 384, 388, 389, 393–395, 762, 788, 814, 824, 825, 834–836, 622, 629, 680, 681, 683, 758, 838, 850, 861, 868, 893, 917, 761, 762, 764, 766–768, 795, 919–921, 926, 958, 963, 975, 976, 813, 835, 836, 839, 981, 982, 980, 982, 984, 999, 1000, 1001, 985, 994, 1013, 1014, 1027–1029, 1007, 1014, 1018, 1023, 1025, 1037, 1184 1044, 1074, 1076, 1077, 1079, Interpersonal, Cognitive, Intrapersonal (I-C-I) 1080, 1083, 1085–1087, 1093, Model, 377–380, 383, 385, 1095, 1121, 1123, 1126, 1171–1175, 392–395 1177, 1184, 1185, 1189, 1206, 1218, Interpretations, 2, 12, 14, 40, 53, 69, 76, 1227, 1240, 1242, 1244 216–219, 252, 263–264, 307, Intercultural 402, 420, 472, 508, 520, 532, curriculum, 58 546, 548, 629, 637, 662, 686, learning paradigm, 1170, 1175 819, 824, 836, 882, 940, 941, settings of international project work, 945, 987, 1042, 1052, 1053, 1171, 1174–1175, 1185 1060, 1061, 1108, 1126, 1135, Interculturality, 2, 23, 58–59, 1170, 1171, 1139, 1148, 1186 1173–1175, 1179–1182, 1187, 1189 Intervening variables, 118 Interdependence, 37, 67, 344, 393, 491, 506, Intervention, 58, 96, 146, 154–156, 158, 167, 647, 673, 747, 760, 880, 965, 976, 226, 257, 262, 268, 277, 278, 283, 982, 1063, 1072, 1074, 1085, 1098, 289, 319, 323, 356, 389, 390, 482, 1110, 1170, 1201, 1225, 1253 513, 612, 633, 658, 693, 698, 805, Interdisciplinarity, 624, 647, 848, 937, 1171 836, 896, 907, 957, 1021, 1089, Intermediaries, 302, 925, 1095, 1098, 1101, 1092, 1099, 1137, 1149, 1150, 1244–1245 1171, 1181, 1216, 1221, 1223, Internal validity, 968 1227–1230, 1238 International Interviews, 14, 74, 87, 116, 117, 121–122, comparisons, 68–70, 72, 530, 147, 148, 165, 166, 168, 174, 215, 594–595 305, 346, 367, 381, 404, 406–409, debate and cultural meanings, 209 412, 508, 537, 559, 583, 589, 593, knowledge networks, 1174 648, 656, 702, 705, 727, 808, organisations, 13 811–812, 815, 832, 874, 876–877, project partnerships, 1170, 1174 881, 943–946, 1149, 1164, 1182, International Association for the Evaluation of 1185–1186, 1203, 1204, 1210, Educational Achievement (IEA), 1227, 1245 104, 128, 129 Intrapersonal, 16, 376–380, 384, 388, International Network for Quality Assurance 393–395, 761, 762 Agencies in Higher Education “Invisible hand”, 30, 32, 38, 44, 45 (INQAAHE) glossary, 1113, 1117 Invitation, 5, 82, 301, 522, 623, 683, 979, International project work, 1170, 1171, 980, 1215 1173–1175, 1181–1186 Invitational leadership, 683 emergent nature, 1185 IP. See Integrated Program Index 1321

IPiL project. See Influence and participation KMT. See Kuomintang of young people in their Knight, J., 516, 834, 1053 learning project Knitzer, J., 1221 Isakson, K., 838 Knowledge Isomorphic forms, 565 based programmes, 16, 83, 355, ISSPP. See International Successful School 361–363, 369 Principalship Project creators, 1163 ISW. See Innovation sustainability wheel ecology, 984 ITA. See Information Technology Authority management, 363, 422, 440, 624, 627, 632, 820 mobilization, 342 J production economy, 1163 Jackson, D., 419, 437–438, 482, 677, 683, society, 51, 591, 595–596, 720, 722, 862, 688, 723 937, 1107 Jackson, J.H., 494 transfer, 84, 105, 213, 426, 639, 916, 918, Jackson, P.W., 72 919, 925, 988 J and J Development Projects Trust, 436 Kolb, D.A., 635 Jarvis, P., 838 Komives, S.R., 833 Job Kuala Lumpur declaration 2009, 1119 description, 431, 541, 898, 1163 Kuh, G.D., 835 embedded learning, 362, 613, 741–753 Kuhn, T.S., 960 Johnson, G., 23, 96, 152, 839, 1215, 1230 Kuomintang (KMT), 1092 Joint-working, 519, 917–918, 920, 921, 982, 985, 1198 Jordan, 104, 105, 107, 1108, 1116, 1118, L 1120–1123 Lambert, L., 170, 457, 832, 869, 982, 1212, Jovchelovitch, S., 1177, 1181 1242 Joy of learning, 988, 1252 Language, 1, 2, 4, 53, 60, 130–132, 145, 178, Judgement of the program, 643, 644, 646, 647 221, 227–228, 234, 248, 252, 283, 292, 298, 308, 384, 437, 476, 487, 556, 604, 607, 612, 615, 694, 734, K 737, 760, 817–820, 822, 823, Kaagan, S., 94, 151, 720, 730, 732, 868 826–827, 833, 852, 853, 869, 874, Kartford-Jones, H., 4, 830 877, 902, 934, 959, 961, 1020, Katzenmeyer, A., 10 1033–1034, 1051, 1070, 1088, Katzenmeyer, M., 719, 728 1182, 1184, 1242–1245 Katz, S., 211, 986 and agency, 1176 Kay, T., 819 issues in international partnerships, 1187 Keefe, M., 91, 98, 99, 837, 839–840 of possibility, 178 Keeter, S., 831 and translation, 1169, 1178 Kegan’s constructive-developmental theory, LaPointe, M., 312, 314, 337, 355, 447, 453, 760, 764–765 461, 462, 1144, 1150, 1152, Kendall, J. S., 978 1155–1156, 1162 Keqin, 992–1007 Large group arrangement, 273–274, 282 Key competencies, 620 Large-scale, 4, 22, 55, 99, 104, 105, 108, 123, King’s Medway Oxfordshire Formative 128, 277, 337–352, 707, 932, 954, Assessment Project (KMOFAP), 955, 958, 1069, 1097, 1144, 1189, 1047, 1052–1053, 1058–1060 1226, 1250 Kirk, D., 835 Larson, C., 1127, 1135, 1136 Kiwi Leadership for Principals, 655, 659, 660, Latent change analysis (LCA), 477 662, 663, 667 Latin American region, 59, 61, 311, 577, Klinck, P., 264 691–712, 820 KMOFAP. See King’s Medway Oxfordshire Latin American school principals, 18, 580 Formative Assessment Project Lave, J., 344, 402 1322 Index

LCA. See Latent change analysis distributed, 44, 60, 85–86, 119, 158, 229, LCS. See Leadership competence scale 303, 307, 324, 369, 454, 581, 594, LDP. See Leadership development plan 599, 648, 683, 707, 721–722, 724, LEA. See Leadership Academy 867–870, 948, 958, 986, 997, 1005, Leader, 3, 4, 10–23, 30, 31, 35, 45–47, 52–55, 1006, 1053, 1061, 1062, 1069, 65–77, 81–87, 89–96, 107, 111, 1075, 1076, 1078, 1080, 1183, 117, 129–140, 143–160, 173, 1189, 1211, 1230 189–205, 215–221, 226, 231–240, district, 16, 53, 244, 337, 338, 342, 351, 245–251, 267–293, 306, 325–330, 506, 603–604 339–352, 355–372, 375–392, effective, necessary conditions, 264 397–415, 419–428, 445–463, effectiveness, 581, 648 488–498, 508, 512–524, 589–600, effects, 120, 151, 470, 473, 477, 480, 481, 605–615, 623–633, 673–688, 1238 779–792, 839–840, 917–921, evidence informed, 15, 243–265, 338 991–1007, 1058–1063, 1069–1080, function, 72–74, 86, 397, 636, 784, 986 1144–1164, 1248–1250 knowledge domains, 393, 395, 1151 autonomy, 62, 200, 620, 649, 1153–1154 learning, 1–23, 51–55, 89–100, 133, competencies, 75, 247, 1150 135–136, 145–154, 160, 281, 357, morale, 1154–1156, 1164 371, 375–397, 410, 438, 457, Leaderful 472–475, 519, 524, 623, 632, 680, communities/practice, 9, 86, 869–871 688, 736, 760, 831, 1165, 1187, Leadership 1221, 1228, 1230, 1231, 1243, as adaption, 84, 123, 947, 949 1246–1248 adaptive, 243, 244, 350, 474–475 for learning, 1, 12–20, 22–23, 29–47, of AfL, 85, 1048, 1051, 1052, 1059–1061, 81–87, 103–112, 127–161, 205, 1063 209–221, 239, 281, 355–372, capacities, 52, 53, 59, 150, 170, 198, 238, 403–404, 406–409, 419–428, 453, 243–265, 339, 340, 344, 347, 348, 462–463, 508–510, 635–650, 668, 350, 366, 379, 428, 455, 457, 483, 674–677, 682–685, 719–737, 491, 497, 505, 514, 521, 603–616, 829–840, 932–933, 948–949, 619–633, 636, 679, 723, 759, 761, 1060–1063, 1083–1101, 1211–1212, 869, 926, 1158 1215–1231, 1240–1243 capacity building, 21–22, 53, 77, 239, 244, for learning blue print, 98, 154–158 275, 325, 420, 475, 482, 514, 553, learning centred, 12, 149, 421, 799, 1159 625, 787, 869 and learning improvement, 128–129, 144, capital, 599, 840 145, 149–152, 505–510, 519 changing context, 1075 for learning principles, 14, 149, 150, collaboration, 52, 75, 158, 280, 422, 455, 239, 680, 948–949, 1060, 1063, 458, 687, 789, 996, 1243 1100, 1211 collective, 17, 341, 471, 707, 868, for learning project, 152 869, 997 and management, 2, 66–67, 77, 116, definition of, 377, 382, 398, 547, 584, 120–121, 148, 280, 324, 325, 329, 784, 1186 330, 357, 358, 364, 369, 370, 403, development, 13, 16, 18, 52–55, 83, 92–93, 412–413, 422, 423, 433–435, 100, 122, 148, 157–158, 250, 437–442, 565, 619, 624, 668, 679, 271–283, 329, 337–340, 342, 726, 783, 800, 802, 805, 932, 1005, 345–352, 355–359, 361–364, 366, 1029, 1036, 1061, 1241, 1249 368, 377, 381–383, 387, 392, 395, as middle management, 411, 1242 422, 437, 439, 514, 524, 543, 600, philosophy, 272, 379, 595–596, 999 604–611, 615, 616, 621, 632, 633, practice, 14, 15, 17, 29, 38, 53, 73–75, 85, 648, 658, 660–663, 667, 673, 676, 99, 119, 145, 150, 152, 159, 165, 678, 687, 785, 789–804, 834–836, 182, 246, 249, 250, 279, 302–306, 1249–1252 308, 310, 312, 313, 338, 340–344, dispersed, 868, 1153 347, 348, 356, 362, 371, 376, 379, Index 1323

388, 391, 392, 395, 406, 413, 419, Leaders of learning, 18, 19, 81, 86, 93, 134, 482, 504, 538, 553, 557, 563–565, 137, 146, 149, 205, 215, 217–218, 581, 584, 594, 621, 622, 653, 661, 221, 239, 372, 421, 424, 589–600, 662, 664–667, 770, 771, 790, 840, 673–688, 736, 779–792, 1212 869, 920, 934–935, 939, 953, 991, Leading Aligned Numeracy Development 993, 995, 1005–1007, 1145, 1170, project, 147 1222, 1244, 1249 Leading and teaching in the 21st century, preparation and support, 326–330 192–194, 229, 675 as preparer for internalisation, 947 Leading Australia’s Schools, 681, 687 for quality, 3, 10, 21, 91–94, 107, 111, 141, Leading learning, 143, 149, 392, 394–395, 143, 190–191, 194, 202, 205, 276, 508, 591, 593, 660, 668, 676, 678, 324, 365, 410, 419, 422, 424, 448, 684, 685, 687, 731, 736, 1033, 581, 1025, 1145 1169–1190, 1216, 1228, 1229, school, 40, 70–76, 92, 190, 196–199, 1231, 1238 246–251, 297–315, 319–330, 356, Leading student achievement, 343–345, 398–401, 434–442, 453–456, 458, 348, 606 506–508, 619–622, 662–666, Learner centred methodologies, 105 757–774, 1143–1165, 1217–1218 Learning, 1–23, 29–47, 51–55, 81–87, shared, 9–10, 94, 150–153, 160, 286, 89–100, 103–112, 127–161, 425, 598, 721–722, 727, 730, 789, 209–221, 355–372, 375–415, 835, 868, 869, 1060, 1062, 1202, 419–428, 469–483, 487–498, 1212, 1222 503–524, 553–567, 589–600, as sheltering, 947, 949 635–650, 673–688, 719–737, skills, 326, 343, 369, 403, 413, 414, 423, 741–753, 779–792, 795–815, 514, 581, 582, 590–591, 622, 625, 829–840, 867–886, 891–911, 630, 661, 681, 709, 719, 736, 783, 915–927, 953–970, 975–988, 786, 818, 825, 885, 1025 991–1007, 1011–1029, 1047–1063, student, 10, 20, 81, 85, 86, 91, 97, 100, 1083–1101, 1169–1190, 1215–1231 152, 831, 834–836, 838, 840, about others, 703, 708 867–886, 1059–1060, 1062 atelier, 289, 681 and student achievement, 92, 128, 147, circles, 727, 1230 319, 337, 470, 472, 475, 606, 867 climate, 572, 1012 succession, 18, 348, 457, 589–592, communities, 18, 51, 83, 99, 413, 449, 721, 1149 457, 520, 546, 639, 707, 723–724, support infrastructure, 157–159 792, 805, 871, 975, 982, 1023, team, 74, 92, 143, 158, 177, 329, 399, 1162, 1246 453–454, 471, 482, 503, 504, 511, content knowledge, 591, 592 513–514, 516, 519, 520, 523, 524, culture, 22, 81, 85, 106, 283–284, 286, 562, 573, 640, 679, 782, 789, 802, 292, 349, 420, 427, 611, 675, 727, 803, 839, 871, 927, 962, 831, 867–886, 997, 1011–1029, 1003–1005, 1086, 1158 1221 theories, 4, 13, 73, 276, 475, 626–627 designer, 286, 288–289 for transition, 1147, 1158, 1164 in diverse contexts, 1140 Leadership Academy (LEA), 15, 271–283, by doing, 389, 741 285–286, 289, 291, 292, 325, 328 ecology, 975–988 Leadership competence scale (LCS), 291 environment, 7, 16, 52, 55, 105, 111, 201, Leadership development plan (LDP), 379, 255, 350, 414, 420–421, 428, 450, 380, 385, 388, 389, 393, 394 458, 504, 543, 558–560, 563, 622, Leadership framework, nested, 244 624, 625, 628, 629, 635, 643, 675, Leadership implementation team (LIT), 678, 679, 835, 863, 899, 982, 995, 350, 611 996, 1013, 1023, 1026–1029, 1122, Leadership practice communities (LPC’s), 1161, 1171–1172, 1245, 1247 438, 440 improvement agenda, 506–512, 514, Leaders of leaders, 67 519–522 1324 Index

Learning, (cont.) Li Lanqing, 212 to lead, 86, 377, 403, 404, 410, 518–524, Linear, 14, 68, 166–169, 180–183, 643, 747, 629, 653, 661, 666, 668, 686, 876, 955–956, 1074 879–885, 1099, 1221, 1231, Lingard, B., 68, 189, 834 1239, 1247 Lingard, R., 150, 151 objectives, 167, 183, 747, 878 Lisbon Agreement, 68 organization, 75, 103, 109, 111, 152, 229, LIT. See Leadership implementation team 273, 280, 419–420, 425, 427, 435, Literacy, 43, 51, 60, 104, 127, 145–147, 458, 506, 625, 626, 661, 681, 153–160, 190, 192, 252–253, 834–835, 1159 321–322, 347, 387, 389, 390, outcomes, 1–2, 51, 52, 53, 71, 111, 135, 437, 491, 495, 509, 516, 524, 562, 143, 146, 152, 156, 194, 195, 204, 572, 611, 612, 654, 657, 669, 205, 215, 218, 306, 388, 419, 470, 682–686, 708, 710, 818–820, 826, 472, 474, 479, 482, 566–567, 577, 827, 860, 862, 978, 986, 1026, 583, 594, 624–626, 632, 643, 702, 1052, 1070, 1143 703, 786, 810, 812, 813, 851, 863, and numeracy improvement, 145–147, 932–933, 953, 1011, 1021, 1022, 202, 344, 605, 606 1075, 1078, 1178, 1219, 1220, 1225 and Numeracy Pilots in Low SES School partner, 273, 280, 729 Communities, 147 results, 57, 58, 62, 183, 298, 308, 310, 313, Literature review, 87, 116, 124, 159, 160, 622, 482, 691, 710, 827 636, 648 vs. teaching, 1011–1013 Living system, 21, 976, 983–985, values and stability, 932 987, 1253 Learning-focused leadership, 17, Lizzio, A., 20, 97, 829–833, 835, 838–840 503–524, 621 Lloyd, C., 92, 221, 469, 471, 474, 480, 622, Learning how to learn (LHTL), 419, 1047, 658–664, 721, 787, 802, 1242 1053, 1054, 1057–1060, 1062 Local Learning-oriented leadership, 20, 127–128, authorities, 65–67, 69, 70, 74–75, 284, 548, 768–771 319, 322, 328, 329, 363, 599, 653, Leithwood, K., 16, 52–55, 61–62, 72–74, 94, 788, 1000, 1047, 1051–1053, 1055, 119, 209, 220–221, 246–247, 250, 1056, 1058, 1059 255, 303–304, 310, 324, 337, 338, communities, 30–32, 34, 35, 70–73, 400, 342, 344, 348, 399, 400, 403, 419, 424, 433, 554, 566, 633, 656, 698, 421, 454, 463, 469, 471, 474, 483, 839–840, 846, 857, 859, 860, 924, 505, 506, 517, 557, 558, 565, 581, 925, 992, 998, 1000, 1025, 1035, 603, 607, 611, 614, 621, 622, 770, 1044, 1092, 1116, 1186, 1226 867, 869, 871, 998, 1000, 1006, culture, 129, 1180 1083, 1145, 1146, 1159, 1222, school governance, 138, 268 1238, 1244, 1250 Logan, L., 830 Lesko, N., 835 Logue, C.T., 835 Levels of impact, 20, 84, 643, 644, 648, Longitudinal, 87, 117, 119, 122, 123, 150, 810–813, 923 469, 475, 476, 477, 479–482, 562, Levin, B., 18, 52, 55, 268, 338, 603, 605, 606, 648, 649, 667–668, 726, 907, 908, 611, 613, 691 953, 956–957, 963, 967, 968, Lewis, M., 151, 323, 324, 724, 730 1216–1217 LHTL. See Learning how to learn dataset, 470, 480 Lieberman, A., 10, 170, 706, 722, 728, 915, Loosely-coupled, 894, 934, 1225 916, 926, 1245 Lost in translation, 1169 Lieberman, M., 32 Louis, K.S., 52, 170, 250, 287, 338, 339, 344, Life-curve analysis, 123, 649 348, 389–391, 427, 505, 517, 603, Lifelong learning, 7, 226, 231, 234, 421, 425, 760, 834, 867, 918, 926, 1145, 426, 427, 727, 741, 802, 845, 1033, 1153, 1244 1050, 1056, 1057, 1071, 1116, 1162 Lovett, S., 19, 94, 95, 719, 727–728, 1247 Light, R., 832 Low-SES parents, 1217 Index 1325

LPC’s. See Leadership practice communities 1016–1018, 1020, 1024–1030, Lu Ban, 217 1036, 1061, 1089–1091, 1108, Luce-Kapler, R., 978 1161, 1205, 1243, 1244, 1249 Lund, J.P., 835 and administrative tasks, 411, 577, 580, 698 courses, 432, 434, 624, 1249 M and teaching processes, 58 MacBeath, J., 1, 7–8, 29, 96, 152, 281, through the middle, 945–948 328, 355, 358–360, 366, 419, Managerialism, 190, 324, 600, 868, 870 621, 623, 674, 675, 677, 684, Managing change, 121, 432, 449, 720, 723, 724, 727, 736, 760, 1034–1035, 1162 830–832, 839, 867–869, 872, Managing teaching and learning, 304, 873, 878, 879, 932–933, 1038, 437–439 1060–1063, 1170, 1175, 1176, Managing transition, 1151–1152 1181, 1185, 1186, 1189, 1211, Mandatory, 10, 41, 122, 297, 298, 302, 307, 1212, 1217–1219, 1221–1224, 356, 358–359, 361, 404, 422, 433, 1226, 1230, 1237, 1242 435, 533–534, 620, 633, 645, 655, Machine bureaucracy, 893–894, 896, 897, 908, 676, 1118 909, 911, 1243 Mandigo, J.L., 835 Macphail, A., 835 Manion, L., 1148, 1202, 1203 Macro-didactical, 641, 645 Mann, H., 31–32, 34, 35, 45 Making decisions, 9, 10, 15, 30, 36, 44, 45, Mao, Z., 213 58, 61, 62, 74, 76, 77, 83, 134, 144, March, J.G., 936 176–178, 204, 238, 243, 245, Marcus-Mendoza, S.T., 835 251–253, 255–257, 264, 265, 272, Market, 30, 32, 38, 39, 44–46, 66, 67, 90, 95, 274, 284, 302, 303, 372, 384, 388, 106, 108, 189, 190, 227, 229, 234, 405, 427, 431, 454, 471, 476–477, 236, 321, 323, 356, 419, 489, 533, 482, 518–519, 521, 529, 532, 535, 595, 596, 632, 663, 691, 819, 845, 543, 564, 572, 577–579, 584, 599, 846, 850, 851, 853, 857, 858, 922, 622, 641, 656, 658, 684, 700, 705, 934, 938–942, 946, 948, 1016, 743, 751–753, 770, 773, 790, 805, 1071, 1117, 1217, 1227, 1231 834, 848, 849, 855, 858–860, 868, logic, 66, 67 870, 872, 873, 876–877, 880, 898, place, 66, 596, 938, 957, 1107, 1238 903, 945, 959, 984, 986, 992, 1005, Market-driven school, 356, 941, 942, 946 1016, 1018, 1035, 1076, 1077, Martin-Kniep, G. O., 722 1094, 1097, 1099–1100, 1110, Marzano, R.J., 52, 255, 268, 298, 954, 978 1122, 1158, 1211, 1212, 1217– Materiality, principle of, 907 1218, 1245 MCEETYA. See Ministerial Council of Making sense, 9, 54, 72–74, 395, 977, Education, Employment, Training 984–985, 1125–1127, 1131, and Youth Affairs 1137–1139 McKinsey & Company, 298, 312, 830 Managed system, 95, 214, 983 Measurable indicators, 644 Management, 3, 13, 58, 66, 69–71, 98, 105, Measurement, 7, 71, 72, 121, 123, 253, 107, 120, 137, 143–144, 148, 204, 298, 326, 476, 619, 626, 654, 231–233, 276–278, 299, 300, 302, 655, 669, 891, 935–936, 968, 303, 312–315, 325, 328–330, 357, 1038, 1147, 1179 363, 364, 370, 397–401, 407, 409, Media portrayals, 1133, 1137 411–413, 422, 423, 431–442, Mediated-effects, 117, 470, 474, 477, 478, 481 449–454, 529, 530, 541, 542, Mediation, 405, 533, 695, 698–699, 704, 548–549, 572, 575–578, 591–593, 828, 877, 966, 1169, 1173, 624–627, 654–660, 681, 685, 686, 1175–1181, 1186 711, 712, 782–786, 800, 802–805, Melbourne declaration, 92, 674, 675 815, 834, 880, 902, 910, 931–949, MENA. See Middle East and North Africa 955, 958, 961–964, 1005–1007, MENA Education Flagship Report, 129 1326 Index

Mentoring, 52, 86, 246, 329–330, 339, 340, Mitchell, C., 7, 12, 21, 51, 52, 721, 722, 869, 342–343, 345, 346, 348, 349, 359, 870, 975–977, 980–983, 985, 994, 363, 365, 369, 437–439, 449, 454, 1029, 1244, 1246, 1252, 1253 520, 607, 609, 610, 614, 639, 686, Mitra, D.L., 833, 1172 705, 706, 725, 742, 747, 758, 769, Mixed-method, 87, 116, 123, 505, 649 772, 773, 782, 786, 788, 803, 805, Mixed methods research, 123, 649 877, 1151, 1163, 1164 MLA. See Monitoring Learning Achievement Mentoring and coaching, 246, 329–330, 365, MLA results, 853 438, 439, 686, 786, 788, 803 Mobilising, 244, 848, 849, 855, 857, 858, 862, Mentoring communities, 772 869, 871, 885, 918–919, 927, 1085, Merrill Associates, 833 1100, 1226 Meta-analysis, 159, 480, 622, 1072, 1242 Modelling, 123, 129, 141, 249, 358, 360, 475, Meta-cognition, 707, 978, 1026 477, 481, 649, 666, 722, 729, 783, Methodology, 87, 109, 116, 134, 405, 476, 838, 915, 980, 983, 999 661, 873–875, 969, 1012, 1013, Model of organisation, 931, 943, 945, 949 1027, 1147, 1189, 1195, 1202–1204 Models of supervision, 750, 752 Methods, 14, 30, 68–70, 87, 115–117, Modernising, 10, 323 120–124, 148, 215, 231, 253, 264, Modernization, 65, 82, 276, 324, 710, 931, 273, 315, 341, 345, 377, 395, 934–935, 948, 949, 1015, 1019 406–409, 438–440, 452, 453, 480, and ambiguity, 931 489, 492, 496, 530, 531, 577, 578, and fragmenting pressures, 931 624, 629, 636–639, 642, 648, 649, Modules in the ACE:SL, 437, 438 686, 695, 703, 706, 782, 821, 833, Moller, G., 10, 719, 728, 745, 758, 760 836, 837, 856, 937, 968, 1012, Monitoring Learning Achievement (MLA), 1013, 1121, 1122, 1147, 1149, 104, 853 1151, 1158, 1177, 1182, 1183, 1203 Moos, L., 1, 13, 17, 65–69, 73, 75–77, 190, Meyerson, D., 312, 314, 337, 355, 447, 453, 281, 400, 529, 545, 546, 558, 933, 461, 462, 1144, 1150, 1152, 935, 1087, 1150, 1157, 1158, 1184, 1155–1156, 1162 1189, 1245 Michaels, B., 830 Moral Micro-didactic features, 645 leadership, 171, 1170 Middle East and North Africa (MENA), purpose, 35, 92, 98, 99, 144–145, 150, 13–14, 104–106, 109, 127–129, 152–155, 157, 160, 161, 183, 304, 845, 853, 855 623, 628–630, 632, 680, 684, 699, Middle spaces and citizenship, 1187 870, 871, 881, 885, 993, 995, 1006, Millennials (Generation Y), 595 1060, 1173, 1181, 1187 Miller, E., 710 and social imperatives, 1250–1251 Miller, L., 722 superiority, 1133 Miller, R., 44, 1222 vision, 98, 153, 171 Mind-set, 22, 172, 221, 235, 275–278, 287, Moran, M.M., 835 288, 290–292, 322, 439, 490, 623, Morocco, 104, 105, 107, 127, 128, 130–133, 729, 731, 1035, 1043, 1098, 1216, 135–140 1217, 1229–1230, 1251, 1252 Morrison, K., 958, 1202, 1203 Ministerial Council of Education, Motivation, 7, 22, 92, 97, 106, 158, 178, 274, Employment, Training and Youth 285, 288, 289, 304, 308, 339, 370, Affairs (MCEETYA), 191, 380, 399, 458, 493, 581, 592, 599, 197–201, 674 621, 631, 632, 637, 638, 640, 641, Ministry of Education (MOE), Singapore, 643, 675, 683, 728, 749, 800, 814, 15, 225–227, 229–231, 233, 234, 825, 834, 836, 848–840, 859, 876, 236, 238 901, 917, 919, 923, 988, 997, 1001, Minoritized people, 1069 1002, 1006, 1007, 1014, 1023, Misrecognition, concept of, 911 1024, 1026, 1034, 1040–1043, Missing links, 108, 404, 845–863 1049, 1058–1059, 1061, 1115, Misunderstanding, 1127 1146, 1151, 1173, 1202, 1220, 1239 Index 1327

Motto, 944, 992, 999, 1000, 1004, 1203, 1205 National Administration Guidelines, 654 Multiculturalism, 491–492, 1071, 1138 National Aspiring Principals Programme, 662 Multi-cultures, 7, 227, 231, 427, 432, 450, National Assessment Program for Literacy and 491–492, 495, 496, 556, 563–566, Numeracy (NAPLAN), 91, 95 627, 1037, 1126, 1131, 1138, National Career Guidance Centre (NCGC), 1186, 1187 109, 850, 857–859 Multi-dimensional construct National Career Guidance (NCG) Initiative, (leadership as), 1243 109, 857–858 Multi-faceted perspective, 107, 127–142 National Certificate in Educational Multi-level structure, 643 Achievement (NCEA), 659, 670 Multi-phase designs, 636 National Charter on Education and Multiple approaches to learning, 638–640 Training, 130 Multiple case design, 116 National Economic Development Mission Municipal level, 65, 311, 529, 533, 544, (National Mission), 425–428 548, 620 National Education Development Blueprint Murphy, C.U., 742 2006–2010, 426, 427 Murphy, D., 322, 328, 369, 370, 687 National Leadership Program, 18–19, Murphy, J., 4, 165, 454, 506, 515, 516, 537, 621, 681 720, 721, 1154 National Partnership (NP) Agreement, 195, Mutually-reinforcing, 236, 475, 479, 514, 769, 201–204 772, 863 National Philosophy of Education, 426 Mutual respect, 109, 839, 944, 1025, 1040, National Professional Qualification for 1202, 1207, 1210, 1211 Educational Leadership (NPQEL), MySchool, 91, 150, 203, 376, 387, 394, 423, 425 593, 735 National Professional Qualification for Headship (NPQH), 83, 328, 371, 422, 433, 592 N National Quality Assurance and Accreditation NAEP report card, 41 Agency, 106 NAPLAN. See National Assessment Program National Senior Certificate, 441 for Literacy and Numeracy NCEA. See National Certificate in Educational Narcissistic leadership, 596, 685 Achievement Narrative inquiry, 1230 NCGC. See National Career Narrative methods, 116, 492 Guidance Centre NAS. See New American Schools NCG Initiative. See National Career Guidance National (NCG) Initiative curriculum, 75, 90, 91, 203, 320, 654, 669, NCLB. See No Child Left Behind 675, 702, 799, 884, 996, 1048, Needs orientation, 179, 638, 763, 901 1051–1053, 1057 Negotiate, 4, 70, 73–75, 179, 205, 221, 560, assessment, 91, 1051 607, 633, 818, 941, 945, 956, 1001, policy agenda, 190–193, 195, 197, 200, 1037, 1174, 1177, 1187, 1225 201, 203, 204 Neo-Liberal Public Management (NLPM), 13, reform policy, 136, 191, 201, 218, 541, 65–67, 71 932, 1080 Neo-liberal reforms, 226, 433 standards, 65, 69, 70, 90, 167, 196, 199, Network, 15, 40, 52, 74, 81, 108, 123, 140, 204, 365, 434, 654, 667, 669, 670, 231, 251, 267, 315, 339, 365, 419, 897, 903, 904 431, 451, 487, 523, 542, 582, 599, strategies, 192, 1052, 1053, 1057, 606, 630, 639, 661, 681, 691, 723, 1058, 1061 784, 821, 830, 847, 896, 915, 962, system, 90–91, 196, 198, 285, 319, 356, 976, 996, 1037, 1055, 1107, 1153, 703, 1107, 1110 1170, 1211, 1217 testing, 65, 69, 75, 76, 91, 203, 321, 322, building, 265, 267–293, 920 531, 532, 541, 542, 546, 669, 729, definition, 860, 923 1051, 1052, 1054–1057, 1121 structural, 288, 916, 917, 921, 925 1328 Index

Networked learning communities (NLC), 723, OECD. See Organisation for Economic 789, 916, 919 Cooperation and Development Networking, 15, 74, 76, 85, 235, 255, 275, Ofsted, 327, 700, 781, 867, 875, 925, 1052, 276, 279, 288, 289, 422, 454–455, 1053 662, 723, 789, 849, 860, 915, OLF. See Ontario Leadership Framework 923–926, 985, 1056, 1059, 1062, OLS. See Ontario Leadership Strategy 1162, 1171, 1173, 1189, 1212, 1219 Olsen, J.P., 620, 939, 940 Neumann, R., 834, 839, 840 Oman, 20, 104, 105, 108, 846, 850–853, 860, New American Schools (NAS), 32, 36, 862, 863, 1118 40–45, 954 Oman Vision 2020, 851, 858 New labour, 319, 320, 324, 325, 326, 1051 Ontario, 16, 18, 52, 55, 337–339, 351, 352, New Public Management (NPM), 66, 548, 590, 592, 596, 603–606, 608, 620, 692, 935 611–612, 615 New Right, 82, 322, 1239 Ontario leadership framework (OLF), 52, New York City, 38, 46, 503, 507, 514, 521, 338–341, 346–350, 607–609, 611 524, 582, 757 Ontario leadership strategy (OLS), 18, New Zealand Iterative Best Evidence 337–352, 604, 606–611, 615, 616 Synthesis Program, 151 Ontario Teachers’ Council, 592 Next practice, 278, 1177 Open heart, 269, 279, 290–292, 1031–1044 Ninth Malaysia Plan 2006–2010, 425–426, Open method of coordination, 68 1239 Open mind, 269, 270, 279, 290, 292, 811, NLPM. See Neo-Liberal Public Management 1003 No Child Left Behind (NCLB), 31, 32, 40, 41, Open will, 269, 279, 290, 292 47, 165, 211, 496, 555, 558, 560, Opportunities for contribution, 129, 136, 1218, 566, 589 1221–1222 Non-linear, 955, 969 Organic, 14, 166, 169–171, 180–183, 292, Nonsupervisory leaders, 17, 520–523 397, 399, 479, 1036, 1037, 1153 Non traditional leadership structures, 598 Organisation, 4, 59, 67, 84, 117, 143, 169, Northern Ireland, 15, 20, 82, 83, 85, 320, 195, 214, 247, 361, 398, 419, 431, 328, 1048, 1050, 1056–1057, 599, 621, 642, 654, 722, 782, 797, 1061, 1063 829, 849, 868, 916, 931, 991, 1031, Norwalk-La Mirada Unified 1047, 1073, 1083, 1143, 1171, School District, 507 1198, 1216, 1242 Novice principals, 216, 684 and institutional control, 65, 233, 269, 448 NPM. See New Public Management and technical control, 581, 703, 704, 711, NPQEL. See National Professional 894, 899, 902–903, 909 Qualification for Educational Organisation for Economic Cooperation and Leadership Development (OECD), 13, 61, NPQH. See National Professional 67–72, 149, 150, 247, 292, Qualification for Headship 300–301, 303, 310, 312, 313, 330, Numeracy improvement, 145–147 356, 363, 364, 431, 433, 571, 573, 574, 577, 592, 594, 620, 653, 654, 658, 659, 700, 806, 916, 935, 954, O 1146, 1149, 1150, 1152–1154, Obama, M., 885, 907 1158, 1160, 1216, 1249 Observation, 10, 72, 86, 149, 159, 170, 247, Organizational 253, 305, 358, 384, 390, 402, 406, capacity, 553, 554, 559–562, 760, 770 412, 414, 424, 470, 513, 522, 578, couplings, 65, 581 676, 684, 694, 722, 727, 729, energy, 282 744–747, 749–752, 759, 796, 798, function, 381 833, 860, 868, 874, 877, 897, 900, institutionalism, 933 963–967, 1006–1007, 1051, 1053, needs, 233, 255, 272, 276–277, 282, 283, 1203, 1205, 1245 304, 310, 347, 348, 375, 377, 379, document analysis, 1209 380, 382, 460, 517, 520–521, Index 1329

553–567, 581, 596, 609, 610, 615, Parent involvement, 566, 606, 1095, 1100 650, 673, 679, 680, 703, 707, Parents, 5, 54, 58, 70, 83, 89, 106, 129, 145, 711, 758 177, 194, 210, 225, 245, 267, 302, paradoxes, 572, 909 320, 430, 451, 487, 506, 528, 553, process, 471, 479, 480–482, 919 577, 589, 604, 652, 673, 697, profile, 379–381, 394 732–733, 803, 823, 832, 851, 870, sensemaking, 9 911, 928, 961, 983, 996, 1018, structure and manageability, 944–946 1039, 1058, 1084, 1089, 1131, structure and manoeuvrability, 946, 947 1163, 1181, 1202, 1221, 1253 structure and transparency, 255, 1029 Parents as Career Transition Supports technostructure, 896–899, 902, 903, 906 (PACTS) programme, 1227, 1228 Organizations Participant orientation, 641 as ideologies, 596, 893 Participants, 9, 68, 86, 215, 250, 273, 340, of reading and writing fairs, 825 357, 378, 399, 439, 455, 492, 504, Outdoor adventure education, 234 608, 629, 635, 656, 709, 719, 742, Outsidedness, 2, 6, 11, 40, 69, 72, 76, 86, 87, 755, 781, 810, 820, 835, 872, 919, 123, 151, 153, 225, 247–248, 274, 953, 962, 986, 1027, 1045, 1066, 280, 304, 351, 384, 410, 419, 427, 1076, 1089, 1150, 1179, 1209, 432, 496, 507, 511, 513, 539, 542, 1229, 1258 556, 571, 591, 594, 598, 599, 604, Participation, 20, 42, 58, 75, 82, 93, 136, 151, 628, 639, 649, 674, 698, 709, 730, 229, 252, 279, 303, 321, 347, 360, 784, 792, 819, 833, 840, 847, 852, 382, 400, 439, 444, 469, 507, 533, 860, 883, 925, 931, 941, 946, 947, 579, 589, 639, 657, 697, 790, 795, 949, 958, 960, 998, 1002, 1006, 819, 832, 850, 869, 922–923, 950, 1014, 1019, 1022, 1025, 1027, 966, 981–982, 996, 1020, 1041, 1078, 1099, 1101, 1114, 1126, 1080, 1092, 1123, 1180–1181, 1132, 1145, 1176, 1186, 1222, 1214, 1221 1224, 1225, 1226, 1238 Participation in the program, 439, 641, 642, Outstanding schools, 656, 800, 993, 994, 1157 644, 645 Ovando, C., 1127, 1135, 1136 Partnership, 23, 59, 94, 136, 147, 191, 267, Ownership, 60, 109–111, 170, 233, 244, 257, 321, 360, 430, 454, 519, 558, 271, 273, 310, 339–340, 370, 497, 590, 604, 631, 634, 657, 673, 532, 562, 660, 667, 669, 722, 730, 698, 784, 836, 848, 874, 920, 753, 768, 804, 847, 849, 857, 862, 1040, 1062, 1081, 1123, 1164, 863, 870, 871, 921, 937–939, 993, 1176, 1221, 1257 999, 1035, 1073, 1076, 1078–1080, Partners in Learning (PiL), 235, 273, 280, 592, 1114, 1212 596, 1228 Pascarella, E.T., 835 Passion for learning, 991–1007 P Pass rate, 441, 459, 1025, 1197, 1212 Pacing guide, 167, 168, 181–183, 508, 509 Pathways to Prevention project, 1229 PACTS programme. See Parents as Career PATS data. See Provincial Achievement Tests Transition Supports programme (PATS) data PALL project. See Principals as Literacy Pauker, K., 1137 Leaders (PALL) project PD. See Professional development Paradigm change, 827 Pedagogical Paradox of administration, 908, 909 approaches, 111, 965, 969 Parallel leadership, 94, 152, 454, 722, 731, discourse, 910 732, 737, 868 domain, 944, 947, 948 Parental engagement in schooling, facet, 14, 107, 135–136 1219, 1230 leadership, 58–62, 86, 135, 137, 302, 308, Parental involvement 314, 541, 542, 571, 577, 660, 666, “at-home”, 1219, 1220 787, 788, 792, 1080 “in-school”, 23, 1097, 1219, 1221 techniques, 493 1330 Index

Pedagogy, 8, 31, 58, 71, 86, 92, 104, 120, 129, Platform of Beliefs, 380, 383 145, 170, 200, 210, 226, 264, 300, Platow, M.J., 833 324, 359, 403, 487, 517, 536, 561, PMDP. See Principals Management 569, 624, 640, 658, 677, 691, 722, Development Programme 779, 827, 833, 853, 880, 913, 941, Points of breakdown, 953, 956, 964, 969 958, 981, 1003, 1016, 1048, 1058, Policies for school principals, 173 1075, 1089, 1183, 1256 Policy, 2, 31, 51, 59, 68, 81, 89, 106, 121, 129, Pedwell, L., 16, 18, 52, 55, 337, 603, 1246 143, 172, 189–205, 209–221, Peer 225–240, 244, 267, 298, 317–328, coaching, 20, 456–457, 562, 741, 742, 361, 395, 419, 435, 443, 467, 487, 746–752 502, 529, 553, 569, 588, 602, 617, observation, 10, 522, 808, 1003, 1163 633, 651, 671, 690, 717, 784, 801, pressure, 68, 69 848, 871, 898, 939, 959, 1000, and professional networks, 523–524 1015, 1040, 1053, 1075, 1089, reviews, 68, 456, 773, 1122 1118, 1150, 1181, 1202, 1223, 1243 support, 440, 451, 838 consensus, 189, 197, 200–201 Perception of the program, 643, 644, 646 culture, 267, 284 Performance, 11, 39, 52, 61, 71, 85, 90, 104, discourse, 190, 193–195, 323 127, 144, 190, 209, 225, 250, 275, environment, 13, 19, 51–52, 89–93, 95, 99, 298, 322, 338, 356, 373, 398, 420, 189, 654, 673, 675, 676, 1238, 1250 429, 443, 468, 506, 530, 551, 570, facet, 14, 107, 130–133, 136 592, 605, 617, 635, 652, 673, 695, field, 189, 195 740, 763, 781, 798, 826, 849, 895, guidelines, 446–447, 703, 1047 919, 939, 961, 998, 1017, 1046, Policymakers, 19, 39, 41, 45, 46, 71, 82, 85, 1055, 1076, 1091, 1117, 1135, 87, 96, 99, 100, 130, 132, 133, 190, 1151, 1182, 1201–1218, 1236, 1243 205, 211, 319, 326, 469, 480, 482, appraisal, 52, 204, 341, 607, 665, 961, 969, 504, 663, 692, 847, 1060, 1063, 1016, 1157 1120, 1241 control, 901, 902 Political, 7, 29, 66, 85, 89, 104, 130, 166, 189, discourse, 935 209–221, 226, 267, 298, 318, 348, management, 200, 202–204, 450, 655–657, 353, 396, 423, 432, 446, 527, 554, 782, 803–805, 814, 815 578, 588, 603, 621, 677, 693, 719, measurement, 71, 619 764, 817, 832, 849, 895, 923, 937, school, 90, 91, 108, 149, 190, 202–205, 959, 1010, 1019, 1041, 1053, 1076, 358, 379, 413, 445, 470, 521, 542, 1089, 1131, 1151, 1193, 1232, 1243 697, 935–936, 948, 1028, 1146, activism, 34, 35, 1091 1149, 1154, 1164 analysis, 22, 1084–1086, 1101, 1198 Performance Solutions Africa (PSA), 432, 436 engagement, 831 Performativity, 6, 120, 226, 321, 675–676, perspective, 1083–1086, 1088, 1101, 1246 1057, 1243, 1252 and policy context, 209–221, 268, 504, Permeable connectivity, 244, 251 565, 566, 687, 785, 1034, 1062 Personal accounts, 1147, 1148, 1150, 1158 sophistication, 683 Personalized learning, 270, 284, 287, 290 systems, 67, 191, 274, 1089, 1092 Personal Learning & Thinking Skills, 881 Politically driven school, 944–946, 950 Personal storying, 1229 Politicians, 14, 39, 47, 67, 90, 96, 129, Person-job-fit, 640 143–145, 156–159, 268, 274, 276, Pervin, B., 18, 52, 55, 603 319, 592, 620, 906, 1033, 1062, Petrides, L., 984 1246, 1252 Pillar practices, 758, 760, 767–769, 771–774 Pollock, K., 1128 Pilot programme, 329, 436, 725, 1055 Polycentric state, 941 Pipeline, 592, 598–599 Pools, 4, 327, 343, 360, 410, 598–599, 610, PIRLS. See Progress in International Reading 659, 722, 830, 958, 963, 1100, Literacy Study 1151, 1156, 1164 PISA. See Programme for International Porter, A.C., 746 Student Assessment Porter, P., 834 Index 1331

Portfolio, 20, 274, 307, 360, 366, 367, 437, Principals, 2, 38, 52, 59, 72, 82, 89, 107, 117, 439–440, 640, 742, 747, 749–753, 135, 143, 165, 194, 210, 225, 246, 781, 811, 812, 858, 960 298, 319, 336, 353, 373, 395, 418, Portraits of practice, 875 429, 467, 493, 502, 528, 551, 569, Portrayals of women, 1133, 1134 587, 601, 617, 646, 652, 671, 689, Positional leadership, 94, 144, 679, 737 727, 739, 755, 820, 869, 898, 935, Position descriptions, 960, 961 984, 995, 1032, 1044, 1054, 1081, Position papers, 87, 116, 119, 120 1089, 1131, 1151, 1178, 1206, Post-hoc, 87, 122, 648 1227, 1243 Poverty, 54, 174, 179, 507, 553, 555–560, 565, appraisal, 52, 204, 340–341, 607, 655, 664 566, 580, 592, 605, 612, 693, 708, autonomy, 232, 577–580 1070, 1071, 1154, 1162, 1183, basic practices, 305, 308, 309, 573, 1196, 1251 1081, 1083 Power, 1, 29, 58, 67, 82, 93, 103, 134, 147, common characteristics, 573 190, 211, 238, 259, 275, 298, 318, formal training, 61, 572 342, 361, 373, 396, 417, 431, 452, as leader, 205, 212, 239 469, 494, 501, 528, 579, 603, 619, legal powers (attributions), 4, 15, 61, 92, 656, 671, 690, 719, 747, 756, 835, 148, 218, 303, 308, 313, 580 862, 871, 897, 923, 938, 982, 1001, and management authority, 943 1018, 1038, 1053, 1076, performance review, annual, 418, 511, 556, 1089–1090, 1119, 1139, 1159, 607, 653–655 1178, 1217, 1223, 1246 personal characteristics, 301, 315, 621 plays, 1101 preparation, 165, 310–313, 522 relations, 727, 737, 940, 986, 1014, 1099 professional career, 707, 851 Pozner, and room to manoeuvre, 943–944 Practical guidance, 958 social prestige, 216, 301, 313 Practice training, 301, 312, 407–408, 411, 432, 439, fidelity, 965, 966 572, 574, 578, 1255 orientation, 638 Principals as Literacy Leaders (PALL) project, Prebble, T.K., 727 14, 143, 144, 153–161, 685–686 Prejudices, 495 Principals Australia, 678–680 Preparation programmes, 83, 247, 248, Principal selection committees, 1089, 1093, 355, 357, 358, 362, 364–368, 1098, 1100 371, 433, 438, 451, 619, 621–624, Principalship, 38, 54, 83, 92, 98, 165, 182, 1150–1151, 1155 225–240, 355, 359, 361, 422, 423, Prescriptions, 2, 65, 70, 71, 73, 120–121, 123, 432–434, 506, 513, 537, 553–567, 124, 209, 275, 322, 323, 401, 648, 592, 676, 679, 682, 722, 737, 993, 649, 654, 660, 684, 915, 1238, 994, 1004, 1161, 1242, 1248 1239, 1244 Principals in municipal and private schools, Prescriptivity, 120, 124, 268, 321–322, 61, 301, 302, 310, 311, 313 649–650, 658, 955, 1110 Principals’ leadership, 92–93, 226, 231–233, Presence, 55, 74, 121, 134, 140, 195, 269, 235, 425, 518, 521, 571–584, 278–279, 289, 368, 479–480, 503, 683, 997 522, 559, 574, 694, 733, 847, 876, Principals Management Development 891, 893, 957, 959, 985, 1027, Programme (PMDP), 16, 432, 1126, 1130, 1136, 1145–1146 436–442 Presencing, 269, 270, 278–279, 292 Principles, 1–23, 86, 152, 270, 273–283, Pre-service preparation, 106, 314 286–289, 355, 378, 678, 683–685, Presidential commission, 448 699, 729–731, 759–760, 787, 833, Price Waterhouse Coopers (PWC), 324–326, 874–875, 914, 944, 971, 1064, 432, 590 1066–1069, 1081, 1116, 1190, 1217 Principal and teachers’ values, 1055, Private schools (private school owners), 61, 1058, 1201 62, 95, 298, 300–302, 310, 311, Principal Congress, 341–342, 347, 610 313, 461, 531, 1015 Principal-led, 235, 1226 Problem-based learning, 362, 630 1332 Index

Process, 2, 35, 55, 57, 65, 84, 91, 103, 122, Professional development (PD), 10, 42, 58, 70, 141, 149, 167, 196, 211, 225, 244, 84, 92, 103, 129, 145, 170, 193, 230, 269, 299, 320, 335, 354, 375, 395, 246, 272, 302, 319, 338, 362, 389, 418, 431, 450, 467, 489, 509, 528, 455, 506, 541, 557, 576, 603, 620, 555, 570, 589, 602, 620, 635, 651, 633, 653, 672, 689, 720, 739, 759, 674, 690, 721, 739, 760, 780, 795, 782, 795, 817, 851, 899, 922, 959, 817, 836, 849, 874, 896, 919, 936, 979, 997, 1022, 1041, 1059, 1079, 957, 980, 999, 1015, 1037, 1054, 1097, 1116, 1156, 1215, 1231, 1255 1076, 1089, 1114, 1132, 1150, Professionalism, 94, 285, 290, 322, 323, 405, 1175, 1207, 1223, 1244 450, 548, 603, 605, 625, 626, 632, Process-oriented curriculum, 183, 230 637, 647, 655, 679, 699, 707, 937, Productivity, 39, 90, 189, 190, 493, 544, 596, 944, 995, 1035, 1239 797, 854, 896, 899, 1037, 1091, Professionalization, 271, 698, 700, 705, 711, 1112, 1155, 1161, 1164, 1239 712, 1252 Professional, 8, 34, 52, 58, 66, 82, 89, 103, Professional Leadership Forum, 663 129, 144, 170, 190, 209, 229, 246, Professional Practice Competencies for School 270, 300, 319, 337, 353, 373, 398, Leaders, 248 418, 430, 445, 469, 502, 528, 552, Programme for International Student 573, 589, 601, 618, 633, 653, 671, Assessment (PISA), 68–71, 76, 104, 689, 717, 739, 758, 779, 795, 817, 268, 298, 540, 542, 576, 578, 580, 851, 870, 899, 919, 939, 959, 979, 581, 583, 592, 594, 617, 619, 1178, 996, 1015, 1038, 1055, 1079, 1090, 1184, 1248, 1254 1114, 1156, 1180, 1215, 1223, 1245 Progress in International Reading Literacy autonomy, 195, 327, 691, 696–697, 706, Study (PIRLS), 127, 619 955–956, 981, 983, 1090, The Project, 14, 37, 51, 59, 66, 83, 96, 106, 1096–1097 130, 143, 171, 192, 210, 233, 246, development of school leaders, 248, 638, 271, 297, 323, 338, 353, 374, 421, 675, 685, 1038, 1163 434, 448, 503, 536, 551, 569, 604, development of teachers, 58, 60, 62, 98, 618, 636, 651, 676, 694, 722, 771, 103, 106, 107, 109, 151, 199, 246, 782, 808, 817–828, 838, 852, 869, 301, 302, 314, 622, 691, 692, 693, 919, 941, 957, 1006, 1023, 1045, 695, 696, 699, 705–710, 752, 820, 1053, 1075, 1097, 1145, 1166, 824–826, 916, 1035, 1226 1176, 1209, 1229, 1257 learning, 8, 10, 83, 85, 87, 92, 93, 99, Promoting excellence, 131, 199 149–151, 153, 160, 192, 194, Promoting Student Learning, 845–863 198–200, 203, 274, 318–319, Promotion policies, 827 337–339, 353, 374, 419, 421, 422, Prophetic, 14, 166, 171–173, 180, 183 469, 513–515, 521, 609, 611, 721, Protocol, 45, 51, 383, 683, 729, 734, 736, 773, 726, 729, 741, 772, 786, 790, 804, 837, 874, 877, 958–959, 1025, 1247 982, 1083–1085 Provider, 66, 90, 130, 159, 190, 194, 298–300, learning communities, 21, 44, 52, 84, 325, 356, 364, 455, 524, 609, 621, 94–95, 99, 148, 194, 233, 239, 246, 624, 632, 636, 641, 645, 660, 665, 256, 287, 606, 610, 629, 639, 681, 667, 668, 693, 780, 1024 722–724, 729, 731, 736, 737, 803, Providing leadership roles, 758, 773 915, 916, 918, 1001–1004, 1006, Provincial achievement tests (PATS) data, 53, 1077, 1162–1163 252, 253, 260, 261, 262 narrative, 976–977 PSA. See Performance Solutions Africa network, 288, 423, 523–524, 789, 915–917, PSMP. See Public Sector Management 927, 996, 1002, 1007, 1174 Programme qualities, 1006 Public examinations, 420, 1051 standards, 15, 90, 190, 192–201, 203, 249, Public facet, 14, 107, 129–130 357, 358, 361, 363, 368, 370, 655, Public investment in education, 61, 189, 190, 668, 780–783, 792 553, 827, 1238–1239 sustenance, 673–688 Public primary school, 130, 818, 827 Index 1333

Public schools, 30, 34, 37, 43, 45, 47, 58, 95, indicator, 372, 1111–1112, 1114, 146, 219, 254–264, 301, 323, 453, 1122–1123 488, 504, 507, 556, 560, 561, 584, of leadership, 91, 158, 194, 249, 276, 324, 656, 819, 827, 838, 900, 906, 911, 365, 410, 419, 424, 445, 448, 456, 1015, 1156, 1193 483, 995, 1029, 1145, 1149, 1165, Public sector, 65–67, 70, 311, 313, 449–451, 1223, 1239–1240 462, 535, 547–548, 595, 619, learning, 103–105, 109, 111, 128, 129, 624, 628 141, 142, 150, 156, 215, 220, 386, Public Sector Management Programme 438, 454, 480, 675, 727–728, 883, (PSMP), 449–451 1028, 1219 Punishment, 35, 408, 457–458, 886, 894, 1130 of life, 425, 839, 1239 Purpose, 3, 29, 55, 57, 70, 83, 92, 105, 115, model, 657, 1111–1112 131, 144, 171, 191, 210, 236, 263, oriented education reform, 212 279, 300, 318, 338, 358, 377, 396, outcomes, 1156–1157, 1161, 1164 418, 438, 453, 474, 490, 505, 531, principle, 199, 1108, 1110 556, 571, 588, 604, 620, 633, 651, quantitative and qualitative indicator, 1112, 675, 694, 717, 739, 759, 785, 796, 1113 820, 832, 849, 870, 900, 920, 940, report, 65–66, 69, 75, 531, 532, 542, 543 957, 981, 995, 1022, 1037, 1057, standard, 108, 249, 298, 827, 1109, 1111, 1079, 1090, 1115, 1150, 1176, 1120 1211, 1245 Quality assurance (QA), 23, 85, 104, 106, 107, Putnam, R.D., 830, 832, 1189, 1218, 1219 108, 110, 193–195, 199, 200, 201, PWC. See Price Waterhouse Coopers 204, 205, 321, 370, 372, 436, 530, 531, 542, 547, 636, 846, 921, 1019–1020, 1038, 1094, 1107, Q 1108, 1110, 1113, 1116–1123, 1148 QA. See Quality assurance Quality learning circle (QLC), 727–730 QLC. See Quality learning circle Quasi-experimental, 87, 116, 122, 123, Qualitative research, 118, 124, 565, 621, 649, 648, 968 867, 1147, 1202, 1204 Quality, 8, 53, 57, 65, 82, 91, 103, 115, 128, 150, 189, 210, 225, 246, 272, 297, R 321, 337, 358, 386, 410, 419, 435, Race to the Top, 45, 420, 907 445, 448, 472, 503, 530, 561, 571, Racial, 172, 446, 488, 489, 491, 497, 507, 556, 595, 607, 620, 635, 655, 674, 691, 563, 898, 1126, 1127, 1131, 1137, 722, 744, 773, 782, 796, 820, 835, 1187, 1219 845, 870, 901, 916, 938, 962, 992, composition, 489 1011, 1035, 1051, 1087, 1107, tensions, 1187 1144, 1172, 1197, 1219, 1239 Rainie, L., 831 assessment, 23, 107, 938, 1108, RAISe. See Raising Achievement in Schools 1111–1112 Raising Achievement in Schools (RAISe), education, 13–15, 17, 19, 22, 23, 58, 59, 146, 157 65, 70, 75, 93–94, 104, 106–108, Rasch analysis, 121, 123 110, 137, 192, 210, 213, 225, 227, Ratchet effects, 593 228, 285, 297, 298, 303, 305, Reading Recovery program, 146 309–311, 313, 435, 448, 451, 457, Re-centralisation, 65, 69, 529, 530 462, 490, 495, 544, 571–573, 583, Reciprocal-effects model, 117–120, 470, 584, 628, 659, 692–694, 698, 699, 474–475, 478, 479, 481, 1238 707, 784, 796, 846, 851, 1000, Reciprocal leadership, 73, 77, 470, 473–475, 1014–1017, 1020–1024, 1091, 478, 479, 481, 838, 962, 1238, 1111, 1119, 1157, 1164, 1241 1241–1242 gap, 1114 Reciprocity, 582, 830, 976, 1040, improvement, 193, 194, 693, 1091, 1110, 1218, 1253 1111, 1122, 1159 Records of Achievement, 1048, 1051 1334 Index

Recruitment, 46, 83, 92, 132, 199, 204, 246, 653, 675, 698, 721, 743, 761, 782, 248, 325, 342, 366, 431, 439, 827, 831, 845, 868, 891, 916, 975, 461–462, 540, 542, 574, 579, 583, 992, 1011, 1034, 1048, 1070, 1083, 592, 593, 598, 599, 666, 698, 701, 1110, 1132, 1153, 1170, 1198, 703, 798, 1038, 1091, 1093, 1097, 1216, 1241 1144, 1149–1150, 1153, 1164 Relationship between adult learning and Recruitment of mentors, 342, 439, 1164 enhanced student achievement, 758 Red and expert, 213 Relevance of training, 134 Redesigning the organization, 72, 73, Remote spaces, 1173 304–306, 309, 557–558, 566, 1145 Replacement planning, 598 Reeves, D.B., 379, 721, 722 Representative organisational perspective, 945 Reeves, J., 323, 324, 328, 370, 787, 790, 791 Re-regulation, 533, 937 Reflection, 2, 32, 51, 60, 74, 82, 90, 112, 121, Research, 2, 30, 51, 59, 68, 81, 89, 103, 115, 131, 157, 178, 200, 219, 225, 244, 131, 143, 171, 201, 214, 225, 246, 268, 301, 323, 339, 357, 377, 398, 267, 298, 319, 337, 355, 376, 401, 423, 435, 461, 471, 489, 504, 538, 419, 447, 469, 488, 505, 535, 553, 566, 591, 604, 626, 636, 675, 699, 573, 589, 603, 620, 636, 653, 673, 724, 741, 762, 780, 796, 817, 830, 691, 723, 741, 758, 782, 795, 817, 868, 894, 919, 941, 954, 975, 994, 829, 847, 867, 891, 916, 953, 980, 1013, 1031, 1050, 1080, 1113, 992, 1012, 1034, 1047, 1071, 1084, 1131, 1170, 1223, 1245 1108, 1128, 1144, 1170, 1195, Reflective commentaries, 360, 366, 367, 440 1216, 1241 Reflective practice, 36, 250, 360, 366, cycle, 850, 854, 857, 859, 863 371, 395, 435, 614–615, 770, design, 121–123, 161, 469, 480–482, 648, 976–977, 1035 649, 1147, 1202 Reform, 13, 30, 51, 57, 86, 104, 122, 127, 144, and development, 103, 422, 849, 854, 1058 189, 210, 225, 245, 268, 297, 322, instruments, 115 337, 365, 428, 433, 447, 481, 493, in leadership, 14, 30, 82, 87, 115, 116, 117, 507, 537, 572, 606, 619, 657, 675, 122–124, 148, 566–567, 622, 649, 691, 724, 788, 827, 833, 845, 915, 730, 1063, 1222, 1244 931, 953, 993, 1013, 1036, 1047, method, 14, 87, 116–117, 121–122, 476, 1069, 1084, 1111, 1144, 1224, 1239 648, 1195, 1202–1204 environment, 508–509, 515 pupil-led, 874 process, 39, 44, 104, 110, 111, 200, 201, Research-based, 82, 92, 93, 157–158, 381, 204, 301, 693, 710, 854, 959, 1020 383, 425, 455, 458, 610, 627, 630, Re-framing, 4, 9, 278, 1248 631, 663–664, 732, 736, 746, Regulated self-management, 378, 379, 939 862–863, 960, 961, 965, 1220 Regulation, 60, 67–70, 74, 139–140, 193–195, Research-focused, 82, 98, 150, 476–477, 790, 200, 214, 293, 299, 300, 301, 432, 873, 1001, 1056, 1147, 1175 529–535, 546, 561, 620, 654, 683, Reservoirs, 18, 598–599, 926 694, 696, 699, 701, 898, 907, 994, Resource centre, 452, 453, 456, 458, 852 1016, 1026, 1090, 1092, 1121 Resource inequalities (US), 555 Reicher, S.D., 833 Resources, 7, 38, 52, 58, 70, 98, 109, 131, Reinders, H., 97, 840 145, 175, 191, 214, 226, 249, 268, Reiteration, 199, 298, 402, 419, 421, 426, 427, 299, 326, 339, 360, 383, 397, 420, 784, 960, 961, 1245 432, 446, 475, 505, 529, 554, 572, Relational, 14, 166, 174–176, 178, 181, 183, 593, 605, 620, 646, 661, 675, 698, 392, 393, 482, 515, 522, 599, 625, 719, 745, 766, 782, 795, 821, 834, 629, 661, 773, 831, 833, 836, 839, 849, 872, 894, 919, 933, 955, 976, 963, 1038, 1170, 1174 998, 1012, 1032, 1054, 1070, 1090, Relationship, 11, 30, 52, 62, 68, 83, 97, 108, 1110, 1125, 1143, 1170, 1197, 1216 143, 172, 189, 231, 249, 281, 304, mobilization, 109 321, 341, 355, 375, 397, 419, 434, Respect, 8, 34, 57, 68, 83, 91, 109, 130, 175, 461, 472, 504, 533, 560, 593, 620, 197, 219, 227, 249, 270, 302, 322, Index 1335

405, 426, 431, 492, 513, 534, 553, Role model, 358, 360, 425, 515, 559, 722, 578, 589, 605, 625, 635, 669, 679, 940, 941, 980, 981 698, 722, 762, 783, 808, 825, 837, The role of pedagogic text, 909–911 856, 868, 891, 918, 938, 966, 978, Room for manoeuvre, 76, 943–944 997, 1019, 1033, 1052, 1084, 1110, Rosenholtz, S.J., 981, 1006 1131, 1160, 1174, 1202, 1226, 1242 Rottmann, C., 1135 Respondents, 122, 216, 325, 376, 541, 542, Rubrics, 66, 379, 391, 903, 1112, 1113, 1123 648, 788, 807, 814, 1148, 1149, Ruling political party, 226, 1047 1150, 1151, 1152, 1154, 1155, Rutter, R.A., 835 1157–1162, 1204–1205 Ryan, J., 23, 53–54, 1002, 1125–1128, 1133, Responsibility, 10, 30, 51, 61, 69, 82, 90, 107, 1135, 1137, 1139 120, 128, 144, 165, 190, 210, 230, Ryan, W., 1069, 1251 245, 267, 298, 319, 338, 358, 376, 399, 419, 431, 446, 477, 488, 506, 530, 554, 571, 589, 604, 620, 635, S 653, 675, 692, 722, 741, 762, 781, Sabo, D., 980 797, 827, 831, 849, 870, 898, 921, Sachs, J., 193, 195, 197, 787 938, 957, 980, 995, 1018, 1033, Sackney, L., 7, 12, 21, 51, 52, 55, 721, 722, 1047, 1075, 1090, 1119, 1125, 869, 870, 975, 977, 980–983, 985, 1145, 1186, 1201, 1221, 1242 994, 1029, 1244, 1246, 1252, 1253 Responsive school, 935, 936, 938 Sammons, P., 298, 320–321, 323, 867, 869, Restructuring, 40, 43, 58, 65, 68, 211, 228, 926, 1241 231, 255, 323, 419, 458, 530, 538, Sample, 42, 87, 116, 117, 144, 150, 152, 596, 620, 676–679, 692, 749, 834, 165–166, 304, 306, 308, 310, 346, 916, 943, 1005, 1160 407, 459, 476, 505, 507–508, 531, Retention and recruitment, 199, 204 539, 543, 545, 547, 666, 814, Revisiting, 75–77, 380, 382, 559, 560, 616, 825–826, 832, 838, 853, 869, 907, 771–772, 992, 1004, 1025, 1080 944, 1118, 1147, 1148, 1203 Revitalisation, 151, 152, 724, 730, 731 Sampling, 215, 406, 666, 1057, 1147–1148 Reward, 5, 39, 99, 111, 141–142, 195, 199, Sanson, A., 839–840 201–204, 246, 324, 328, 392, 402, Sarason, S.B., 834, 955–956, 969 410, 457–458, 460, 573, 596, 599, SBM. See School-based management 726, 780, 781, 792, 798, 847–849, Scalability of education reforms, 1072 854, 857, 858, 874, 894, 907, 1021, Schema, 958–968, 1013–1014 1029, 1037, 1041, 1095, 1134, Schneider, B., 737, 981 1154–1157, 1164, 1173, 1202 Schön, D.A., 9, 635, 977 and recognition, 99, 141–142, 203, 780, School autonomy, 59–60, 123, 245, 572, 648, 781, 847 653, 657–659, 668, 669, 693, 700 school leaders, 246, 1154–1156, 1164 and accountabilities, 654–655 system, 111, 847–849, 854, 857, 858 and performance management, 655–656 Ricketts, J.C., 833 School-based, 58, 60, 62, 81, 84, 147, 238, Rising Hill Comprehensive School, 885–886 253, 268, 321–322, 362, 369, 381, Risk taking, 177, 238, 389, 392, 720, 727, 383, 425, 441, 453, 455, 456, 737, 767, 770, 981, 983, 1029, 504–506, 613, 681, 707, 770, 834, 1061, 1162, 1173, 1201, 1212, 874, 902, 915–927, 958, 1209 1245, 1248 curricula, 136, 138, 213, 214, 236, 239, Roach, A.A., 833 450–451, 495, 530, 531, 654, 792, The Road Not Traveled, 104, 845, 853 1025, 1091, 1194 Robertson, J.M., 723, 1217, 1222 decision making, 62, 76, 177, 178, 204, Robinson, V., 92, 98, 151, 158, 469, 471, 474, 253, 257, 303, 427, 454, 521, 572, 480, 658, 659, 660, 661, 662, 663, 577, 579, 658, 834, 873, 992–993, 721, 1006, 1242 1097, 1099–1100, 1211 Rocky road, 1151–1152, 1164 School-based management (SBM), 58, 834, Role-embedded learning, 438 958, 962, 1091, 1094, 1095, 1231 1336 Index

School effectiveness framework (SEF), 52, 703, 833, 877, 975, 976, 980, 995, 609, 611 998, 1000, 1003, 1004, 1018, 1185, School Excellence Model, 146 1186, 1246 School funding (US), 18, 43, 554–555, 560 School management, 14, 58, 59, 86, 98, 107, School governance, 17, 95, 138, 190, 268, 129, 137, 139, 233, 272, 288, 298, 323, 363, 437, 439, 450, 454, 471, 312, 315, 323, 328, 329, 358, 401, 476, 509–510, 518–519, 531, 535, 409, 411, 423, 427, 437, 441, 575, 545, 546, 554–555, 560, 620, 633, 577, 654, 659, 707, 732, 736, 784, 691, 693, 906, 1086, 1091, 1095 827, 931, 938, 961, 962, 1001, School governing bodies (SGBs), 321, 322, 1017–1018, 1020, 1024, 1026, 433, 712 1090, 1091, 1097, 1100, 1101, 1161 School improvement, 11, 30, 51, 82, 94, School management team (SMT), 107, 303, 109, 121, 149, 244, 303, 324, 440, 441, 442, 730, 732, 938 339, 359, 378, 419, 449, 469, Schools 508, 557, 609, 621, 657, 674, as agents of social reproduction, 909–911 691, 719, 782, 797, 868, 954, capacity, 17, 146, 203, 442, 469–483, 621, 975, 991, 1025, 1033, 1093, 636, 687, 926, 980–983, 985, 1224 1151, 1177, 1197, 1218 change, 44, 159, 258–260, 455, 480, 481, School Leader Growth, Supervision and 612, 708, 730, 953, 955–956, 969, Evaluation Policy, 53, 248 1004, 1053, 1061, 1245 School leadership, 2, 29, 53, 58, 66, 81, 89, choice, 70, 190, 214, 230, 245, 530, 669 123, 148, 189, 220, 234, 244, 272, community, 36–38, 62, 95–96, 144, 147, 297, 319, 341, 355, 397, 419, 432, 153, 173, 175, 201, 202, 238, 244, 445, 470, 496, 504, 548, 553, 571, 284, 302, 314–315, 330, 365, 455, 594, 603, 619, 635, 653, 673, 691, 497, 505, 512, 564, 677, 685–686, 757, 787, 803, 834, 868, 918, 932, 731–732, 737, 770, 792, 825, 827, 957, 992, 1024, 1086, 1143, 1182, 834, 835, 880, 883, 884–886, 958, 1211, 1217, 1237 963, 981, 998, 1003–1006, and dilemma, 9, 215, 268, 420, 490, 1018, 1023, 1026, 1069, 1101, 931–949, 1162, 1238, 1243 1125–1128, 1138–1140, 1187, diversity in, 22–23, 461, 491, 1161–1162 1216–1219, 1221, 1222, 1224, effectiveness, 122, 158, 171, 453–455, 474, 1225–1226, 1245 557, 581, 609, 611, 625, 644, 648, context indicators, 476 664–666, 675, 720, 795, 867, 885, council, 245, 302, 532, 534, 874, 876, 879, 992, 1002, 1028, 1058, 1239, 1241, 880, 883, 886, 1217–1219 1245, 1252 culture, 8, 44, 109, 119, 150, 202, 230, revitalization of, 59, 151, 152, 462, 724, 233, 270, 445, 456, 482, 494, 495, 730, 731, 732 680, 706, 719, 753, 781, 835–836, teams, 73, 74, 75, 77, 86, 92, 143, 158, 839, 885, 969, 983, 984, 992–993, 177, 329, 350, 379, 381, 399, 995, 996–997, 1003–1004, 453–454, 457, 471, 482, 503, 504, 1006, 1014, 1020–1021, 1023, 511–514, 516, 519, 520, 523, 524, 1024–1029, 1078, 1145, 1161, 562, 573, 609, 611, 614, 636, 640, 1187, 1244, 1295–1212 679, 683, 707, 773, 782, 789, 790, curriculum, 135, 210, 212, 215, 219, 427, 802, 803, 839, 871, 879, 880, 927, 491, 519, 522, 563, 566, 852, 1019, 961–962, 1003, 1005, 1086, 1025, 1178 1158, 1222 decisions, 454, 558, 579, 1018, School Leadership and Student Outcomes Best 1093, 1097–1098, 1100–1101, Evidence Synthesis, 659, 661 1153, 1215 School Leadership Best Evidence Synthesis, design, 21, 43, 44, 119, 211, 214, 303, 347, 92, 662 378, 497, 630, 631, 663, 734, 735, School level monitoring and supervision, 58, 797, 872, 875, 903, 953, 956, 957, 59, 62, 582, 697 958, 959, 960–961, 964, 965, 966, School life, 10, 21, 131, 144, 217, 506, 516, 967, 968, 986, 1047, 1202 Index 1337

development, 11, 36, 40, 41, 43, 52, 72, 89, 892–895, 897–904, 906–911, 1022, 93, 137, 286, 322, 360, 362, 363, 1032, 1035, 1157, 1197, 1252 369, 437, 439, 536, 537, 541–543, School self-evaluation (SSE), 84, 322–323, 642, 644, 645, 647, 655, 657, 658, 800, 803, 805, 815, 873, 875, 1094, 736, 789, 801, 875, 880, 977, 993, 1175, 1176, 1183 997–999, 1004, 1006, 1149, School sponsoring bodies (SSBs), 1090, 1093, 1203, 1239 1095, 1099 dropout, 54, 347, 459, 494, 512–513, 572, School-to-work transitions, 1227 710, 820, 1196, 1204 School wastage, 104, 128, 130, 131 effectiveness, 7, 40, 52, 87, 121, 122, 152, Schratz, M., 15, 267, 619, 633, 1189 171, 419, 423, 447, 453, 455–456, Schutz, A., 1131 474, 609, 611, 625, 648, 795, 867, Scotland, 6, 15, 16, 20, 82, 83, 85, 319–323, 868, 1241, 1245, 1252 327–330, 355, 359, 363–368, effects, 954 779–788, 791, 1048, 1050, efficiency, 455, 625, 932, 933 1054–1057, 1059, 1061–1063, 1242 environment, 7, 62, 106, 112, 117, 139, Scottish Qualification for Headship (SQH), 160, 495, 558, 642, 747, 824, 835, 83, 327–329, 359, 360, 363, 364, 883, 984, 1014, 1024, 1028, 366–372 1206, 1210 SCT. See Specialist classroom teacher fees, 214, 407, 1153, 1196, 1204 Second and third way thinking, 595 financial management, 321–322, 363, Secondary data analysis, 116 409, 431 Secondary school, 52, 54, 133, 138, 148, as institution, 37, 312, 436, 450, 700, 871, 210–211, 213–215, 218–219, 225, 931, 932, 947–948, 1043, 1182, 228, 230, 234, 235, 271, 308, 323, 1216–1217 347, 404, 405, 412–413, 422, 441, as organisation, 124, 628, 631–632, 448, 459, 519, 540, 604, 606, 649–650, 660–661, 1099 611–614, 654, 659, 666, 725, 726, performance, 23, 90, 91, 95, 107, 108, 128, 800, 802, 807, 808, 832, 836, 851, 130, 137, 149, 190, 195, 200, 874–875, 931, 957, 993, 1051, 202–205, 257, 264, 292, 312, 358, 1052, 1053, 1055, 1056, 1069, 379, 413, 424, 431, 432, 436, 445, 1127, 1148, 1155, 1183, 1197, 1207 459, 470, 521, 542, 553, 554, 654, SEF. See School effectiveness framework 655–656, 697, 826, 935–936, 948, Selection, 21, 69, 123, 145, 152, 215, 299, 999, 1028, 1146, 1148, 1149, 1153, 301, 314, 339, 413, 425, 431, 434, 1154, 1157, 1195–1212, 1230 439, 461–462, 471, 560, 584, 624, reform, 21, 31, 32, 35, 36, 39, 41, 42–47, 637, 649, 678, 750–752, 859, 876, 107, 268, 269, 272, 274, 284, 285, 891, 903, 940, 968, 1041, 1051, 455, 523, 675, 688, 833, 834, 925, 1056, 1085, 1089, 1093, 1098, 953, 954–956, 959, 964–969, 1250 1100–1101, 1111, 1149–1150, reports, annual, 42, 460, 654–655, 1158, 1164 657, 898 Self-assessment, 291, 531, 609, 638, 640, reviews, 11, 16, 42, 156, 157, 215, 256, 703–705, 831, 877, 1020, 1025, 477, 537, 555, 563, 609, 621, 1033, 1048, 1049, 1052, 1111 656–658, 668, 736, 868, 916, 923, Self-authoring ways of knowing, 762, 1094, 1198 767–768, 771 supervision, 53, 58, 59, 62, 71, 135, 520, Self-efficacy, 77, 178, 368, 370, 460, 493, 626, 692, 697, 710, 711 789, 979, 1002, 1150–1151 system, 7, 14, 46, 53, 61, 95, 103, 128, Self evaluation, 10, 11, 75, 76, 84, 322–323, 130, 147, 157, 213, 225, 230, 247, 367, 532, 640, 655, 703, 773, 800, 249–251, 255, 268, 272, 274, 276, 803–805, 814, 815, 849, 869, 872, 292, 298–301, 320, 339, 370, 504, 873, 875, 877, 878, 938, 1062– 524, 529, 537, 545, 604, 628, 642, 1063, 1094, 1097, 1112–1114, 653–670, 691–694, 741, 758, 769, 1118, 1122, 1175–1177, 1182, 772, 774, 787, 819, 847, 849, 850, 1183, 1186 1338 Index

Self governance, 75, 76, 227, 1154 Small worlds, 963 Self-improvement, 654–655, 1038 Smart, D., 840 Self-management, 378, 379, 411, 654, Smart tools, 661, 663, 664 658–660, 707, 937, 939, 1037–1038 Smith, A., 30, 32, 34, 37, 38 Self-organized learning environment (SOLE), Smith, G.A., 835 1171–1172 Smyth, J., 835, 836 Self-organizing, 21, 642, 953–970, 978, Social 1171–1172 architecture, 285–286, 290 Self-ownership, 937–939 capital, 287, 450, 489–490, 493, 495, 496, Self-repeating patterns, 960, 961 599, 830, 832, 869, 870, 919, 1156, Self-response, 115 1157, 1189, 1218–1221, 1227, 1229 Self-study, 458, 638, 639, 960, cohesion, 23, 571, 1198, 1199, 1200, 1113–1114, 1122 1206, 1210 reports, 1113–1114 context, 22, 556, 660, 721, 933, 1084, Senge, P., 7, 55, 111, 375, 981, 982, 987, 1086–1090, 1092, 1098, 1100, 1101 1144, 1163 control, 1198–1200, 1210 Sense making, 9, 72–74, 977, 984–985, critic, 129–130, 173 1125, 1139 economic status data, 260 Sergiovanni, T.J., 9, 10, 171, 281, 375, 506, identities, 17, 402, 833 721, 743, 760, 869, 870, 1224 justice, 35, 46, 95, 96, 190, 330, 414, 491, SES. See Socioeconomic status 597, 785, 1152 Setting the agenda, 68, 73, 74, 76 mix, 7 Shadowing, 280–281, 358, 360, 369, network analysis, 123, 649, 919 639, 1163 network theory, 52, 339 Shared positions, 1092, 1127, 1231 decision-making, 30, 36, 44, 245, 454, reproduction theory, 1218, 1219 770, 773, 790 technologies, 69, 70, 74–76, 279 goals, 712, 851, 855, 871, 1145, Socialist education system, 213 1200, 1252 Socializing ways of knowing, 762–764, 771 leadership, 9–10, 94, 150–153, 160, 286, Socially distributed knowledge, 983 425, 598, 721–722, 727, 730, 789, Societal culture, 1098 790, 835, 868, 869, 1060, 1062, Socio-cultural, 31, 401, 402, 427, 469, 706, 1202, 1212, 1222 817, 818, 824, 827, 1169 meaning, 8, 981–983, 1200, 1202 Socio-cultural knowledge, 818 Sharing/imposing meaning, 1125–1140 Socioeconomic status (SES), 147, 153, 155, Shift of pattern, 278, 831 157, 160, 201, 202, 244, 257, 258, Sim, C., 830 260, 476, 495, 685, 686, 699, 907, Similarity at scale, 959, 961–964, 967 910, 1217, 1222, 1227 Simple rules, 959–964, 966, 967 Soft governance, 67, 69, 76, 546 Simulation, 236, 380, 383, 389, 393, 639, 811 Soft mediators, 1244 Singapore school system, 225 SOLE. See Self-organized learning Site-based account, 968 environment Skills, 3, 45, 52, 59, 66, 82, 90, 104, 127, 169, Sollen/wollen, 268, 1238–1240, 1252 192, 226, 246, 274, 298, 323, 338, Solution-oriented, 270, 280 357, 375, 399, 419, 431, 446, 487, Spaces-between, interstitial, middle, 1170, 513, 538, 558, 571, 591, 606, 620, 1184–1189 641, 661, 675, 692, 719, 741, 761, Specialist classroom teacher (SCT), 724–727, 779, 796, 817, 835, 848, 873, 898, 736, 781, 785 935, 976, 991, 1012, 1033, 1049, Specialized organizations, 129–130 1091, 1116, 1145, 1179, 1225, 1238 Special needs, 192, 245, 258, 260, 540, 591 development, 238, 384, 439, 881, 1050 Spillane, J.P., 73, 94, 189, 246, 307, 454, 471, Skinner, B.F., 1126 506, 515, 623, 719, 760, 868, 918, Skinner, E., 835 958, 1151, 1153, 1155, 1189, 1230 Skinner, J., 20, 97, 829, 832, 836 Spiral model, 283 Index 1339

Spirit, 212, 213, 291, 292, 330, 426, 458, 536, Stereotypes, 497 835, 942, 1000, 1024, 1062, 1091, Stewart, D., 727 1157, 1207, 1208, 1210, 1212, 1238 Stoll, L., 272, 287, 292, 419, 421, 471, 506, Sporting clubs, 829, 830, 832, 835 683, 722, 723, 918, 981, 1198– ‘Sports Leaders’, 878 1202, 1211, 1212, 1246 Springfield, Massachusetts, 507, 517, 524 Stone, D., 1174, 1182 SQH. See Scottish Qualification for Headship Story telling, 6, 290, 427, 825, 1171, 1172, SSBs. See School Sponsoring Bodies 1173, 1230, 1231 SSE. See School self-evaluation Strategic, 6, 73, 84, 107, 130, 149, 192, 226, Staff development, 20, 81, 84, 322, 422, 457, 248, 271, 298, 322, 358, 401, 421, 460, 542, 562, 564, 760, 795–815, 450, 469, 506, 537, 580, 610, 622, 901, 903, 1209 654, 686, 692, 728, 781, 795, 834, definition, 796–798, 809 858, 871, 896, 920, 938, 984, 996, leaders, 795, 799–804, 806, 814 1028, 1052, 1069, 1113, 1222, 1247 Staff Development Outcomes Study, 807, 808 goals, 422, 862, 1069 Staff recruitment, 431 leadership, 73, 287–288, 292–293, 329, Stakeholder, 103, 111, 129, 132, 141, 191, 542–543, 686, 781–782, 802, 197–200, 232, 233, 239, 244, 247, 805, 920 248, 249, 251, 270, 273, 276, 285, learning leaders, 130–133 288, 291, 292, 300, 322, 339, 340, partnerships, 687 350, 400, 419, 421, 427, 432, 436, tunnel vision, 947, 948 451, 453, 460–461, 481, 490, 532, Strategies to teach reading and writing, 535, 541, 564, 604, 606–608, 615, 817, 825 616, 620, 628, 633, 635, 784, 834, Strategy, 18, 52, 69, 83, 91, 131, 146, 172, 848, 849, 854, 857, 860, 863, 868, 213, 227, 271, 337, 360, 391, 422, 927, 962, 966, 980, 1016, 1021, 483, 505, 536, 559, 593, 603, 627, 1022, 1024, 1040, 1083–1087, 637, 663, 702, 805, 868, 902, 935, 1091, 1093, 1095, 1098, 1101, 954, 975, 1028, 1037, 1052, 1077, 1108–1110, 1186, 1217–1218, 1128, 1222 1228, 1229 Strengthening pedagogic leadership, 60 Stakeholders’ evolving perceptions, 481 Structural Standard for Headship (Sf H), 83, 327–329, arrangements, 984, 1029 360, 364, 366–367 communication, 984–985 Standardised, testing, 21, 90, 190, 1051, 1076 conditions, 984–987 Standardized, learning, 308–309 domain, 21 Standards, 15, 30, 52, 57, 65, 82, 90, 103, 138, equation modelling, 123, 481, 649 146, 167, 190, 209, 228, 243, 276, looseness, 1085 298, 319, 348, 357, 379, 404, 419, Structuralist/culturalist, 869, 1080, 1250 432, 456, 476, 487, 509, 542, 554, Structure, 1, 33, 58, 61, 65, 84, 105, 129, 144, 589, 605, 640, 654, 678, 691, 744, 167, 201, 216, 225, 245, 267, 299, 765, 780, 797, 823, 835, 853, 891, 320, 351, 357, 378, 398, 420, 433, 940, 957, 980, 993, 1014, 1040, 448, 471, 490, 509, 530, 562, 577, 1049, 1076, 1108, 1134, 1149, 593, 615, 628, 643, 677, 692, 722, 1171, 1197, 1220, 1239 741, 764, 779, 811, 829, 845, 868, Standards’ development, 195–197, 199–201, 893, 915, 934, 957, 975, 993, 1012, 327–328, 704, 1118, 1122 1031, 1059, 1075, 1083, 1108, Statistical analyses, 477, 481 1145, 1172, 1203, 1217, 1247 Statistics, 11, 41, 96, 124, 169, 203, 300, 306, Struggles, 7, 33, 35, 54, 76, 190, 191, 195, 308, 310, 312, 477, 480, 481, 488, 322, 433, 491, 807–808, 845, 846, 494, 537, 554, 590, 595, 694, 826, 941–943, 955, 958, 998, 999, 1051, 861, 891, 961, 965, 1071, 1112, 1053, 1101, 1125, 1127, 1131, 1128, 1143, 1196, 1197 1134, 1135, 1139, 1140, 1164, Statistics Canada, 1128 1197, 1199, 1228 Statutory intervention, 658 Student-centred classroom practice, 215, 1091 1340 Index

Student-centred pedagogy, 210, 999 Subject Students area improvement, 145, 147–149 ability, 109, 213, 229, 414, 493, 559, 976, content, 66, 132, 434 1021, 1025 driven school, 874 achievement, 15, 18, 40, 44–46, 84, 85, object balance, 762 90–92, 99, 128, 143, 144, 147, 151, Subjective views, 644 203, 250, 252, 253, 255, 256, 258, Subversive activities (leadership as), 1248 260–261, 272, 284, 319, 337, Successful leaders, 21, 341, 347, 368, 400, 343–346, 348, 349, 447, 451, 462, 581, 621, 953, 995, 997, 1006, 1007 470, 472, 474, 475, 476, 491, 493, Success in Numeracy Education project, 147 517, 542, 557, 559–560, 563–566, Succession 605–609, 612–615, 620, 622, 648, challenge, 18, 54, 589–600 654, 657, 666, 667, 669, 683, 685, planning, 358, 366, 456, 462, 610, 614, 719–721, 732, 736, 758, 760, 761, 616, 679, 1164 774, 853, 867, 898–900, 908, 924, Sumara, D., 958, 978 954, 965, 969, 1075, 1076, 1079, Summative assessment, 245, 264, 367, 379, 1144, 1156, 1157, 1162, 1220, 895, 1051, 1052, 1063 1227, 1243, 1246 Superintendent, 42–43, 46, 53, 217, 230–232, attitudes, 53, 244, 256, 809, 881 245, 249–250, 342, 343, 346, empowerment, 97, 834 529–549, 604, 605, 609, 758–760, engagement with school, 44, 833, 769–771, 894, 895, 897, 900, 839, 1074 909–910, 1130, 1131, 1161 enrolment regulations, 214, 1052 leadership, 17, 529–549 growth, 147, 255, 394, 395, 470, 471, 476, Supervision, 14, 20, 40, 53, 58, 59, 62, 71, 72, 477, 478, 481, 757, 983 105, 107, 108, 110, 129, 132, leadership, 10, 20, 81, 85, 86, 97, 100, 152, 134–135, 137, 139, 232, 248, 302, 235, 831, 834–836, 838–840, 304, 305, 309, 311, 399–401, 405, 867–886, 980, 1059–1060, 1062 424, 449, 456, 506, 513, 518, 521, learning, 13, 51, 71, 82, 92, 103, 128, 143, 540, 548–549, 577, 582, 583, 638, 171, 194, 209, 235, 245, 271, 298, 692–705, 710, 711, 741–753, 896 338, 376, 413, 421, 447, 469, 488, and leadership, 582–583 505, 544, 553, 571, 594, 603, 621, Support 643, 661, 673, 697, 720, 743, 757, for principal leadership in schools, 584 786, 798, 825, 836, 845, 881, 892, programme, 449, 451–452, 605 916, 954, 975, 992, 1013, 1049, of schools, 59, 60, 62, 91, 205, 248, 455, 1075, 1091, 1146, 1211, 1215, 1238 456, 509–510, 583, 606, 607, 613, learning capacity, 12, 53, 54, 146, 288, 663, 665, 668, 676, 682, 874, 1057, 344, 347, 420, 469–483, 497, 1152, 1164, 1202, 1238 684, 685, 723, 743, 839, 840, 916, staff, 84, 315, 521, 707, 799, 800, 957, 978 804, 806–808, 813, 870, 980, mobility, 245, 258–260, 476, 564 1216, 1247 participation, 384, 407, 544, 835, 871, for teaching and learning, 520 875, 879, 881–883, 1016, 1074, Supporting educators, 758 1075, 1077 Survey research, 14, 87, 116 population, 54, 58, 127, 137, 203, 244, Survivalist school culture, 1198, 1199 252, 257, 258, 262, 299, 348, 448, Sustainability, 20, 60–61, 84, 92, 108, 109, 489, 494, 495, 504, 507, 508, 666, 158, 268, 428, 447, 454–455, 553, 845, 957, 1072, 1116, 1126, 1128, 559–562, 637, 638, 640–642, 658, 1130, 1161 711, 805, 847–850, 854, 857, success, 174, 245, 259, 342, 497, 503, 555, 861–863, 883, 919, 926, 969, 564, 603, 606, 613, 1012, 1157 1062–1063, 1073, 1075–1078, voice, 44, 100, 408, 835, 836, 879, 1173, 1240, 1244, 1252 883, 885 Sustainable change, 256, 257, 278, 848, 850, Study competence, 937 994, 1074 Index 1341

Sustainable leadership, 271, 274, 450–451, centred philosophy, 105 604, 681, 986, 1154 collaboration, 937, 1243 Sustained school-wide impact, 956, 966 educators, 133–135, 140, 1011, 1175 Swaffield, S., 9, 22, 81, 85, 96, 152, 154–155, evaluation, 20, 307, 741, 742–749, 752, 281, 621, 623, 674–676, 723–724, 753, 1089, 1093, 1098, 1100, 1243 932–933, 1047, 1049–1050, 1053, leaders, 10, 81, 93, 147, 232, 324, 370, 1181, 1189, 1218, 1221–1224, 454, 497, 512, 562, 592, 679, 719, 1226–1227, 1230 753, 768, 779, 819, 867, 959, 1021, Synchronization, 272 1182, 1216, 1251 Synergistic effects, 351–352, 1238 motivation, 216, 303–304, 308, 458, 592, System 737, 838, 1007, 1146, 1173, 1208 leadership, 53, 244, 247–250, 267–293, network, 231, 706–707, 925 339, 592, 620, 657, 707 practice, 150, 246, 305, 306, 309, maintenance, 676–678 455, 471, 519, 785, 786, thinker, 15, 42–43, 279–280, 282–283, 1047–1049, 1058 289–290, 292 professionalism, 58–59, 62, 94, 98, 150, Systemic change, 107, 157, 255, 724, 855, 151, 246, 322, 323, 476, 622, 625, 1005, 1036 626, 632, 695, 696, 705–711, 752, Systemic leadership, 71, 244, 275, 326 789, 820, 824, 826, 1018, 1052, 1096, 1226, 1239 resistance, 21, 518, 559, 908, 1020 T retention, 199, 245, 666, 725, 745, 789 Tacit knowledge, 53, 341, 410, 921, 978, 988 staff representative meetings, 1089, Tagliagambe, S., 1187, 1188 1093, 1096 Talent, 4, 52, 92, 131, 153, 160, 192, 229–230, for the 21st Century; making the differ- 268, 286, 357, 424, 457, 462, 494, ence, 192 514, 610, 612, 614, 616, 674, 723, supervision facet, 107, 134–135 830, 882, 998, 1005, 1129, 1149, talk, 9, 512, 518, 720, 724, 727, 873, 874, 1157, 1162, 1165, 1242 881, 983, 1095, 1177 TALIS. See Teaching and Learning teams, 65, 71, 74, 75, 514 International Survey Teachers of promise study (TOPS), 725–726 Tamminen, K.A., 835 Teaching, 12, 30, 51, 58, 70, 86, 90, 105, 120, Target 129, 145, 167, 190, 209, 226, 246, gaming, 593 271, 300, 321, 338, 356, 376, 397, group, 623, 636, 641 421, 431, 445, 471, 487, 503, 532, setting, 65, 456, 878 560, 571, 590, 605, 620, 635, 655, Task-oriented behaviour, 1198 673, 691, 720, 741, 758, 779, 797, Teacher, 5, 30, 51, 58, 65, 81, 89, 103, 119, 817, 831, 846, 872, 894, 931, 953, 129, 145, 167, 190, 213, 225, 245, 975, 992, 1011, 1034, 1047, 1070, 267, 297, 321, 344, 355, 375, 399, 1090, 1108, 1144, 1171, 1197, 421, 431, 445, 470, 489, 503, 530, 1222, 1241 554, 571, 589, 603, 619, 635, 654, Australia, 193, 195–201, 681, 687 673, 691, 719, 741, 758, 779, 795, leadership in critical literacy, 158 818, 830, 849, 867, 894, 915, 937, and learning processes, 35, 58, 149, 954, 975, 992, 1011, 1032, 1047, 628, 692, 712, 852, 976, 1069, 1083, 1111, 1125, 1144, 1206–1208 1171, 1197, 1216, 1239 profession, 91, 133, 138, 192, 194–197, association membership of, 830 201, 239, 322, 323, 410, 655, 669, autonomy, 21, 59, 62, 75, 140, 195, 200, 701, 720, 736, 783, 791, 792, 799, 202, 321, 327, 580, 620, 696–697, 827–828, 873, 947, 1035 699–700, 706, 1085, 1096–1097, Teaching and Learning International Survey 1153, 1158 (TALIS), 71–72 beliefs, 351, 382, 387, 673, 705, 819, 855, Teach Less, Learn More (TLLM), 231 955–956, 993, 1040, 1058 Team-based approach, 963 1342 Index

Teaming, 11, 40, 65, 86, 92, 107, 143, 171, of action, 277, 338, 351, 515, 607–609, 214, 233, 273, 302, 329, 345, 366, 615, 616, 637–368, 1250 379, 399, 434, 445, 471, 503, 534, in-use, 630, 953, 977 553, 573, 594, 609, 633, 636, 656, of school culture, 1195, 1198 679, 702, 725, 753, 758, 782, 802, Theory U, 269, 270, 278–279 820, 830, 848, 871, 915, 937, 957, Thinking Schools, Learning Nation (TSLN), 982, 992, 1018, 1039, 1048, 1078, 146, 229, 230 1086, 1114, 1135, 1144, 1176, Third Spaces, 1173, 1187 1207, 1222, 1249 Thomas, R., 809, 831 Teamwork, 52, 76, 246, 250, 287, 307, Thomson, P., 190, 593, 594, 598, 833 339, 442, 454, 514, 711, 807, Three Chinese societies (Mailand China, Hong 982–983, 997 Kong and Taiwan), 22, 1083–1101 Technical challenges, 757–758 Three-dimensional pedagogy, 732 Te Kotahitanga project, 1069, 1073 Three Limits (sanxian), 214 Temperley, J., 455, 723 Threshold effects, 593 Tension, 11, 15, 59, 85, 90, 91, 144, 189–205, Tight-loose-tight management, 937 210, 211, 215, 218–220, 228, 232, Tight organizational connections, 65, 894, 237, 239, 274, 282, 284–285, 313, 903, 908 330, 355, 361, 362, 368, 384, 387, Time, 1, 29, 52, 61, 65, 84, 99, 105, 116, 130, 392, 393, 516–518, 522, 533, 564, 143, 165, 189, 217, 226, 244, 267, 615, 625, 633, 653, 654, 658, 667, 297, 322, 340, 358, 381, 398, 421, 668–670, 694, 698, 712, 733, 736, 435, 445, 469, 488, 504, 529, 553, 745, 783, 804, 884, 920, 939, 942, 572, 589, 608, 620, 637, 655, 675, 946, 948, 949, 984, 992, 1025, 692, 719, 741, 759, 781, 795, 818, 1052, 1056, 1062, 1129, 1151–1152, 834, 854, 867, 891, 916, 932, 954, 1156, 1164, 1173, 1187, 1189, 1202, 977, 992, 1011, 1034, 1047, 1070, 1228, 1237–1238, 1247 1084, 1111, 1125, 1143, 1170, Terenzini, P.T., 835 1201, 1215, 1237 Testing, 30, 31, 35, 41, 42, 51, 65, 76, 90, 95, management, 580, 1026, 1205 149, 150, 169, 172, 190, 203, Timing, 356, 584, 636, 641, 645, 901, 1006 211–213, 237, 239, 240, 307, 321, TIMSS. See Trends in International 322, 361, 435–436, 475–478, 480, Mathematics and Science Study 491, 559, 564, 566, 596, 597, 710, TLLM. See Teach less, learn more 729, 744, 835, 894, 900, 906–909, Tombourou, J., 840 968, 1033, 1048, 1049, 1051, 1056, Tong, G.C., 229 1121, 1159, 1178, 1221, 1252 Tools (conceptual tools, practical tools, tools Test scores, 41, 42, 45, 167, 171–174, 182, for dialogue and tools for thinking), 183, 209, 213, 556, 565, 566, 590, 631–632 595, 906–910, 923, 1111 Top-down approach, 1055, 1183 Textual, functional, and communicative focus Topic-based learning, 878 of language teaching, 60, 820 TOPS. See Teachers of promise study Theoretical framework, 19, 20, 115, 391, 545, Toronto Star, 1133 642–645, 647, 648, 676, 677, 679, Total Quality Management (TQM) (Deming), 850, 854, 933–934 1144–1145 Theoretical model, 121, 124, 636, 643, Townsend, T., 1, 14, 23, 1237, 1240, 650, 706 1241, 1252 Theory, 2, 33, 52, 70, 87, 93, 103, 115, 156, Tracking, 271, 283, 285, 287, 376, 384, 386, 180, 189, 215, 254, 268, 338, 377, 394, 512, 524, 555, 610, 726, 814, 399, 438, 461, 475, 488, 507, 538, 896, 1243 565, 604, 621, 635, 676, 705, 719, Traditional norms, 516, 1097 742, 758, 779, 809, 818, 837, 850, Training, 13, 35, 60, 67, 86, 106, 122, 128, 867, 897, 919, 933, 953, 977, 1002, 146, 189, 211, 228, 265, 272, 300, 1017, 1036, 1049, 1069, 1084, 324, 369, 376, 403, 421, 432, 445, 1156, 1171, 1195, 1218, 1250 524, 559, 571, 593, 607, 619, 638, Index 1343

674, 695, 757, 782, 796, 818, 832, Tschannen-Moran, M., 30, 980, 1006 848, 877, 925, 935, 996, 1017, TSLN. See Thinking Schools, 1052, 1071, 1098, 1114, 1149, Learning Nation 1220, 1239 Tversky, D., 833 of heads, 447, 448 Types, 14, 57, 87, 94, 115, 129, 157, 171, 212, opportunities, 140, 311, 312, 575, 803 235, 244, 270, 299, 324, 338, 357, requirements, 433 400, 419, 436, 455, 472, 558, 572, Training and Development Agency for 594, 622, 635, 692, 728, 741, 760, Schools, 796 787, 804, 818, 833, 860, 878, 891, Transfer, 4, 52, 70, 84, 105, 135, 213, 917, 939, 982, 1015, 1074, 1098, 216–217, 225, 235, 281, 426, 537, 1113, 1144, 1171, 1198, 1225 559, 560, 561, 565, 635, 637–640, 642, 647, 724, 746, 749, 767, 821, 827, 832, 863, 892, 916, 918, 919, U 921–923, 925–927, 938, 947, 955, UK. See United Kingdom 988, 1001–1002, 1094, 1125, UKZN. See University 1169, 1184 of KwaZulu-Natal Transformational leader, 122, 308, 326, 364, Under-performing schools, 432, 447, 547, 559, 371, 491, 648, 1037, 1163 560, 1249 Transformational learning, 761, 768–770 Understanding, 1, 29, 51, 57, 67, 86, 89, Transition, 23, 59, 201, 261, 263, 358, 462, 105, 116, 128, 147, 179, 189, 561, 573, 597, 612, 614, 677, 829, 210, 227, 252, 270, 303, 330, 857, 937, 957, 963, 967, 1143–1165, 339, 356, 375, 400, 431, 447, 1223, 1226–1228, 1231 469, 487, 512, 532, 560, 572, Translation 591, 614, 620, 636, 656, 673, as categories of meaning, 1169 706, 719, 741, 757, 779, 796, as a change process, 1184–1186 817, 831, 852, 869, 894, 919, passage, 117–1178 932, 955, 976, 995, 1011, as the reversal of the logic of Utopia, 1032, 1049, 1072, 1083, 1187, 1190 1107, 1125, 1147, 1169, 1198, Transnational, 21, 65–77, 557, 619, 931, 932, 1224, 1237 934–937, 942 UNDP, 104, 129, 1143 discourses, 934–935 Union, 46, 67, 68, 199, 250, 414, 436, 446, policy-making agencies, 619 524, 536, 593, 605, 619, 695, trends, 21, 931, 932 894, 1175 and national reform, 932 teacher, 133, 196, 197, 202, 204, 267, 431, Transparency, 55, 66, 69, 197, 244, 245, 255, 453, 518, 535, 561, 605, 619, 660, 257, 264, 285, 287, 413, 424, 461, 663, 669, 695, 1146 675, 701, 773, 946, 947, 999, 1021, United Kingdom (UK), 13, 15, 16, 20, 68, 1025, 1029, 1110, 1111, 1113, 81–87, 95, 116, 319–330, 355, 403, 1149, 1186 419, 422, 590, 592, 599, 779, 780, Trends in International Mathematics and 785, 789, 790, 867, 875, 876, 879, Science Study (TIMSS), 69, 881, 885, 924–926, 1047, 1048, 104, 127, 128, 225, 542, 583, 1050, 1058–1060, 1063, 1126, 619, 658, 853 1155, 1158, 1163, 1171, 1173, Triangulate data, 1148 1175, 1217 Triangulation, 122, 649 University of KwaZulu-Natal (UKZN), Tri-level leadership, 339 432, 436 Trust, 7, 30, 62, 73, 91, 109, 170, 233, 255, University of Malaya, 422–424 273, 315, 389, 436, 447, 512, 563, UN Rights of the Child, 446, 876 604, 620, 654, 683, 697, 722, 743, Upward accountability, 1090, 1096 770, 787, 868, 917, 980, 994, 1025, Urban, 6, 37, 58, 244, 297, 487–498, 503, 555, 1041, 1079, 1095, 1110, 1151, 604, 726, 821, 992, 1018, 1128, 1201, 1218, 1251 1172, 1202, 1241 1344 Index

V Wellbeing, 31, 92, 171, 174, 183, 209, 337, Value, 3, 31, 53, 62, 67, 82, 93, 117, 141, 144, 349, 605, 609, 680, 684, 701, 171, 196, 212, 227, 244, 284, 305, 796–799, 809, 812, 852, 870, 1070, 320, 342, 360, 376, 398, 426, 435, 1107 445, 489, 512, 533, 555, 590, 607, Wellborn, J., 835 622, 640, 654, 681, 705, 722, 747, Wenger, E., 287, 402, 410, 706, 832, 860, 918, 764, 784, 798, 817, 831, 854, 869, 958, 983 891, 919, 932, 955, 979, 991, 1014, White Canadian identity, 1133 1031, 1055, 1085, 1112, 1126, Whitehead, A.N., 635, 637, 1248 1147, 1173, 1197, 1220, 1244 Whitehead, G., 833–835, 839, 840 Verstappen, P., 728 White, P., 834 Vertical and horizontal communication, White perspective, 1137 847, 918 Whitney, D., 293 Vision, 3, 52, 66, 84, 98, 108, 128, 148, Whitt, E.J., 835 171, 229, 246, 273, 304, 324, Whole system (change), 273 338, 364, 385, 398, 425, 435, Witney, R.V., 980 448, 506, 543, 589, 611, 625, Workload, 211, 212, 245, 456, 577, 592, 594, 679, 732, 747, 800, 823, 846, 658, 666, 868, 920–921, 1144, 868, 893, 918, 932, 955, 983, 1158–1159, 1164, 1242 994, 1020, 1032, 1055, 1075, Workshops, 10, 59, 60, 138, 139, 140, 145, 1110, 1145, 1184, 1203, 1238 274, 311, 328, 346, 409, 413, 441, for Oman’s Economy, 108, 850 564, 606, 609, 636, 678, 680, 681, Voice in international project work, 1182 695, 710, 732–735, 757–759, 773, Volunteering and community service, 831 806, 821, 822, 823, 825, 854, 855, Vora, E., 1182 858, 862, 873, 874, 880, 960, 975, 1117, 1122, 1143, 1144, 1147, 1148, 1160, 1162–1163, 1177–1179, W 1186, 1209, 1225, 1227, 1228 Wales, 15, 20, 82, 83, 145, 146, 320, 321, 324, World Bank, 68, 104, 105, 109, 129, 412–413, 327–329, 678, 779, 780, 781, 1048, 845–846, 853 1050, 1051, 1055–1057, 1059, World Café, 273 1061, 1063 Wriggle room, 1237 Walker, A.D., 15, 22, 209, 211, 356, 361, 362, Wrigley, T., 722 369, 932, 953, 958, 1006, 1083, 1084, 1087, 1089–1101, 1177, 1182, 1197, 1198 Y Walker, D., 170 Yamazumi, K., 1184–1185, 1189 Walker, M.U., 980 Years to parity analysis, 907–908 Walker, R., 1070 Yew, L.K., 237 Walker, S., 1216 Yin-Yang, 276 The Wallace Foundation, 247, 264, 265, 343, Younis, J., 97, 824 449, 505, 507, 524 Youth leadership, 20, 97, 830–832, 836–839 Wallin, D., 835 Youth participation, 830, 833 War on schools, 593 Ways of knowing, 762–765, 769, 771 Ways of understanding, 291, 621, 765, 1126, Z 1139 Zeitgeist, 3 Webber, C.F., 723 Zhongguancun, 992–995, 997–999, 1003 Wedding cake, 6, 9, 1253 Zimbabwe Open University (ZOU), 445, Wehlage, G.G., 731, 835 449–450, 454, 457 Weisbuch, M., 1137 Zimmerman-Oster, K., 835 Weiss, M. R., 835 Zonal/cluster reform, 230 Welfarist school culture, 1198, 1199 ZOU. See Zimbabwe Open University