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001 978-94-007-2768-7
003 DE-He213
005 20140220083343.0
007 cr nn 008mamaa
008 120103s2012 ne | s |||| 0|eng d
020 _a9789400727687
_9978-94-007-2768-7
024 7 _a10.1007/978-94-007-2768-7
_2doi
050 4 _aLB2801-3095
072 7 _aJNK
_2bicssc
072 7 _aEDU001000
_2bisacsh
082 0 4 _a371.2
_223
100 1 _aScheerens, Jaap.
_eeditor.
245 1 0 _aSchool Leadership Effects Revisited
_h[electronic resource] :
_bReview and Meta-Analysis of Empirical Studies /
_cedited by Jaap Scheerens.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2012.
300 _aIX, 152p. 15 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs in Education,
_x2211-1921
505 0 _aPerspectives on educational quality, Jaap Scheerens -- Measuring educational quality by means of indicators, Jaap Scheerens -- Description and earlier quality review of the Dutch Educational System, Jaap Scheerens -- The quality of education in the Netherlands, as expressed by achievement attainment indicators, Hans Luyten -- The selectivity and vocational orientation of education systems, Jan van Ravens -- Summary and discussion, Jaap Scheerens.
520 _aThis highly detailed study maps four decades of evolution of the concept of what constitutes effective school leadership. It analyses the theoretical background to these developments and advocates the utility of thinking of a ‘lean’ form of school leadership that is comparable to the concept of ‘meta-control’. A wide-ranging survey of the empirical research literature on leadership effects includes the presentation of results from earlier meta-analyses as well as a new meta-analysis on some 25 studies carried out between 2005 and 2010. This survey demonstrates that older reviews and meta-analyses were predominantly based on so-called ‘direct effect’ studies, while more recent studies have tried to quantify the indirect effects of leadership, mediated by other school variables. While acknowledging the relatively small total effect of leadership on student outcomes, the study does identify promising intermediary factors which, stimulated by specific leadership behaviours, impact on student performance. The book ends by drawing out wider implications for educational practice and policy, presented under headings such as ‘schools need leadership’, ‘the toolkit of the school leader as a meta-controller’, ‘the special case of turning around failing schools’ and ‘efficiency of school leadership’. In passing, the authors make several suggestions about potentially fruitful next steps in researching the effects of school leadership.
650 0 _aEducation.
650 0 _aEducational tests and measurements.
650 1 4 _aEducation.
650 2 4 _aAdministration, Organization and Leadership.
650 2 4 _aEducational Policy and Politics.
650 2 4 _aAssessment, Testing and Evaluation.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400727670
830 0 _aSpringerBriefs in Education,
_x2211-1921
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-2768-7
912 _aZDB-2-SHU
999 _c104563
_d104563