標(biāo)題: Titlebook: Cultures of Educational Leadership; Global and Intercult Paul Miller Book 2017 The Editor(s) (if applicable) and The Author(s) 2017 educati [打印本頁] 作者: obesity 時(shí)間: 2025-3-21 19:54
書目名稱Cultures of Educational Leadership影響因子(影響力)
書目名稱Cultures of Educational Leadership影響因子(影響力)學(xué)科排名
書目名稱Cultures of Educational Leadership網(wǎng)絡(luò)公開度
書目名稱Cultures of Educational Leadership網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Cultures of Educational Leadership被引頻次
書目名稱Cultures of Educational Leadership被引頻次學(xué)科排名
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書目名稱Cultures of Educational Leadership年度引用學(xué)科排名
書目名稱Cultures of Educational Leadership讀者反饋
書目名稱Cultures of Educational Leadership讀者反饋學(xué)科排名
作者: 最初 時(shí)間: 2025-3-21 23:59 作者: cathartic 時(shí)間: 2025-3-22 02:31 作者: 輕打 時(shí)間: 2025-3-22 06:44 作者: Petechiae 時(shí)間: 2025-3-22 10:04 作者: Stress 時(shí)間: 2025-3-22 16:55 作者: Stress 時(shí)間: 2025-3-22 19:48 作者: Concomitant 時(shí)間: 2025-3-22 21:59 作者: 門閂 時(shí)間: 2025-3-23 02:14 作者: 煞費(fèi)苦心 時(shí)間: 2025-3-23 05:43 作者: 指派 時(shí)間: 2025-3-23 10:15 作者: intimate 時(shí)間: 2025-3-23 16:14 作者: FIR 時(shí)間: 2025-3-23 19:48 作者: 其他 時(shí)間: 2025-3-24 01:49 作者: FUME 時(shí)間: 2025-3-24 03:49
,‘Am I nat an erthely woman?’: Malory’s ,,s about de-marginalising the leadership challenge from the eyes of whiteness. This study has the potential to fill in the knowledge gap in the female leadership domain from a cross-cultural context, whilst future directions for research are suggested.作者: Exposition 時(shí)間: 2025-3-24 07:07 作者: Abjure 時(shí)間: 2025-3-24 14:19
A Comparative Analysis of Intersections of Gender and Race Among Black Female School Leaders in Souse leadership that is inclusive, fair and socially just. We conclude that the intersectional role of race and gender is significant and needs to be understood alongside the intersection with other aspects of identity such as culture, ethnicity and family background in order to bring stories of black women’s successful leadership to the fore.作者: 他姓手中拿著 時(shí)間: 2025-3-24 16:17 作者: 天賦 時(shí)間: 2025-3-24 22:02
,From France to Racedown: 1792–97,higher in women than men; and (3) both distributed and instructional leadership styles have a positive effect on school climate and on principals’ job satisfaction. Implications and directions for future research are discussed.作者: declamation 時(shí)間: 2025-3-25 02:22 作者: 使無效 時(shí)間: 2025-3-25 06:36
Gender and Leadership in Brazilian, Singaporean and Spanish Secondary Schools: An In-depth Analysishigher in women than men; and (3) both distributed and instructional leadership styles have a positive effect on school climate and on principals’ job satisfaction. Implications and directions for future research are discussed.作者: Inculcate 時(shí)間: 2025-3-25 10:55
Policy Leadership, School Improvement and Staff Development in England, Tanzania and South Africa: d that school leaders were hugely in favour of collaborating with other leaders so that there could be mutual learning, regardless of the previous status of the schools. The key factors in the success of such collaborations were seen to be professional trust between the participants and the facilitation of the process by a third party.作者: 煩擾 時(shí)間: 2025-3-25 14:44
Book 2017ed approach to the examination of common issues across and between cultures and contexts. Each chapter examines an issue or a set of issues that builds on evidence from a minimum of three countries across at least two continents. The data collection methods are consistent for all countries and there作者: 圣歌 時(shí)間: 2025-3-25 15:59
Educational Leadership Among Women of Colour in United States, Canada, New Zealand, In their academic life, they ask: Is it possible that the limited number of women scholars of color in academia restricts the significant knowledge of women school leaders of color? Leadership for social justice is perceived here for its generative power, emanating from the women leaders of color who can break patterns of inequities.作者: 慢慢啃 時(shí)間: 2025-3-25 23:26
Cross-Cultural Stories of Practice from School Leaders,eal their stories of school leadership. Three sets of data from Australia, South Africa and Canada have been analysed with an emphasis on exposing the emergent themes, and bringing together a heightened level of understanding of, and empathy for school leadership across three countries.作者: 自愛 時(shí)間: 2025-3-26 04:08 作者: Limpid 時(shí)間: 2025-3-26 05:35 作者: 盡責(zé) 時(shí)間: 2025-3-26 08:49
The experiences of women and crime,out leadership. Feminist critiques of leadership are set in a wider social context. In this chapter, the perspectives of women educational leaders are explored within the wider ‘social justice leadership’ perspective. Internationally, social justice leadership represents a major theme within policy,作者: 感激小女 時(shí)間: 2025-3-26 15:36
Modern theories and female criminality,he challenge of being students of color and later academicians, the authors reflect on their research agenda focusing on the knowledge, wisdom, and potential of women of color in educational leadership. Connections with their research relate to the improvement of children, families, and communities.作者: grotto 時(shí)間: 2025-3-26 19:31 作者: fender 時(shí)間: 2025-3-26 23:02
,‘Am I nat an erthely woman?’: Malory’s ,,middle- or upper-class white females. This chapter therefore explores—through narrative inquiries—the leadership experiences of nine black, minority ethnic and Muslim women principals in England, Malaysia and Pakistan. Whilst the notion of diversity is unpacked through the intersections of gender, r作者: declamation 時(shí)間: 2025-3-27 04:01
,From France to Racedown: 1792–97,ction. We considered a secondary data source collected through the Teaching and Learning International Survey (TALIS), administered in 2013, obtaining 1,531 responses. Descriptive, inferential and correlational analyses were performed according to items analysed and the research goals. Results show 作者: 行為 時(shí)間: 2025-3-27 08:26
Grasmere Poetry: Dove Cottage Life, leader from another school. Different forms of this inter-school collaboration operated in Birmingham, England, Limpopo province of South Africa and Mtawra province of Tanzania. These ranged from a formally structured model to meeting an informal desire by leaders to gain from others’ expertise. In作者: 裝飾 時(shí)間: 2025-3-27 11:41 作者: Frequency 時(shí)間: 2025-3-27 16:14
https://doi.org/10.1007/978-1-349-24576-5earch we defined . as those who are teaching within their first 3 years of professional service after having earned a Bachelor of Education degree. The evidence in the literature clearly shows that, to foster and sustain their leadership within classrooms and schools, novice teachers have specific n作者: Bumble 時(shí)間: 2025-3-27 18:42
https://doi.org/10.1007/978-1-349-24634-2 advocate for the evaluation of school leaders against principles of effective school leadership. However, the complexity of leadership is far more than adhering to predetermined frameworks and standards. This chapter delves deeper into the practices of a small sampling of school leaders as they rev作者: PAEAN 時(shí)間: 2025-3-27 22:58 作者: Detonate 時(shí)間: 2025-3-28 04:11
Cultures of Educational Leadership978-1-137-58567-7Series ISSN 2947-9126 Series E-ISSN 2947-9134 作者: 歡笑 時(shí)間: 2025-3-28 08:50 作者: 口訣法 時(shí)間: 2025-3-28 11:15
The Editor(s) (if applicable) and The Author(s) 2017作者: gorgeous 時(shí)間: 2025-3-28 14:50 作者: COMA 時(shí)間: 2025-3-28 20:59
Intercultural Studies in Educationhttp://image.papertrans.cn/d/image/241050.jpg作者: Mobile 時(shí)間: 2025-3-28 23:03 作者: 影響 時(shí)間: 2025-3-29 06:26 作者: parallelism 時(shí)間: 2025-3-29 09:22
Educational Leadership Among Women of Colour in United States, Canada, New Zealand,he challenge of being students of color and later academicians, the authors reflect on their research agenda focusing on the knowledge, wisdom, and potential of women of color in educational leadership. Connections with their research relate to the improvement of children, families, and communities.作者: 單片眼鏡 時(shí)間: 2025-3-29 13:43
A Comparative Analysis of Intersections of Gender and Race Among Black Female School Leaders in Sou their gender and race in the leadership of schools from three different contexts: England, South Africa and the United States. Through a life-history methodology, black women leaders were interviewed using a set of topics that focused on the interviews and allowed some flexibility to follow up inte
