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Titlebook: How School Leaders Contribute to Student Success; The Four Paths Frame Kenneth Leithwood,Jingping Sun,Katina Pollock Book 2017 Springer Int

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發(fā)表于 2025-3-21 16:08:32 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書目名稱How School Leaders Contribute to Student Success
副標(biāo)題The Four Paths Frame
編輯Kenneth Leithwood,Jingping Sun,Katina Pollock
視頻videohttp://file.papertrans.cn/429/428689/428689.mp4
概述Describes a well-developed and coherent framework for improving schools and student learning.Adds many different perspectives from independent and well-known scholars.Discusses an approach to school l
叢書名稱Studies in Educational Leadership
圖書封面Titlebook: How School Leaders Contribute to Student Success; The Four Paths Frame Kenneth Leithwood,Jingping Sun,Katina Pollock Book 2017 Springer Int
描述While considerable evidence indicates that school leaders are able to make important contributions to the success of their students, much less is known about how such contributions are made. This book provides a comprehensive account of research aimed at filling this gap in our knowledge, along with guidelines about how school leaders might use this knowledge for their own school improvement work.?.Leadership practices known to be effective for improving student success are outlined in the first section of the book while the remaining sections identify four “paths” along which the influence of those practices “flow” to exercise an influence on student success. Each of the Rational, Emotional, Organizational and Family paths are populated by conditions or variables known to have relatively direct effects on student success and also open to influence by effective leadership practices.?.While the Four Path framework narrows the attention of school leaders to a still-considerable number conditions known to contribute to student success, it leaves school leaders the autonomy to select, for improvement efforts, the sub-set of conditions that make the most sense in their own local circums
出版日期Book 2017
關(guān)鍵詞school leadership; school improvement; indirect influence; Ontario Leadership Framework; rational path; e
版次1
doihttps://doi.org/10.1007/978-3-319-50980-8
isbn_softcover978-3-319-84537-1
isbn_ebook978-3-319-50980-8Series ISSN 1572-3909 Series E-ISSN 2543-0130
issn_series 1572-3909
copyrightSpringer International Publishing AG 2017
The information of publication is updating

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The Ontario Leadership Framework: Successful School Leadership Practices and Personal Leadership Reste for Educational Leadership, Toronto, 2012), a comprehensive description of those leadership practices and personal leadership resources the “best available evidence” suggests contribute either directly or indirectly to student learning and well-being. Developed for the Ontario Ministry of Educati
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Principals, Trust, and Cultivating Vibrant Schoolsheir impact on student achievement is largely indirect. Leithwood and his colleagues propose four paths through which this indirect influence would flow. Among conditions on the four paths, we assert that trust is key. In this chapter, we explore the evidence that points to the role that faculty tru
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