000 04013nam a22004695i 4500
001 978-94-007-4095-2
003 DE-He213
005 20140220083345.0
007 cr nn 008mamaa
008 120515s2012 ne | s |||| 0|eng d
020 _a9789400740952
_9978-94-007-4095-2
024 7 _a10.1007/978-94-007-4095-2
_2doi
050 4 _aLB2801-3095
072 7 _aJNK
_2bicssc
072 7 _aEDU001000
_2bisacsh
082 0 4 _a371.2
_223
100 1 _aVolante, Louis.
_eeditor.
245 1 0 _aSchool Leadership in the Context of Standards-Based Reform
_h[electronic resource] :
_bInternational Perspectives /
_cedited by Louis Volante.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2012.
300 _aXIX, 263 p. 15 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aStudies in Educational Leadership ;
_v16
505 0 _aPART I: INTRODUCTION: 1. Educational Reform, Standards, and School Leadership; Louis Volante -- PART II: INTERNATIONAL PERSPECTIVES: 2. Responsibility in a High-Accountability System: Leading Schools in England; Daniel Muijs -- 3. Instructional Leadership in the Era of No Child Left Behind: Perspectives from the United States; Anthony H. Normore and Jeffrey S. Brooks -- 4. Educational Leadership in the Context of Low-Stakes Accountability: The Canadian Perspective; Don Klinger and Hana Saab -- 5. Pathways of Educational Leadership: Monitoring and Developing Skill Levels Among Educational Leaders in Australia; Patrick Griffin and Esther Care -- 6. The Shape and Shaping of School Leadership in Aotearoa New Zealand; Lester Flockton -- 7. Policy and Practice in Swedish Education, Assessment, and School Leadership; Christina Wikström -- 8: Standardization, Deregulation, and School Administration Reform in Japan; Jun Hirata -- 9. School Leadership, Accountability, and Assessment Reform in Hong Kong; Huen Yu and Wai Ming Yu -- 10. Leadership in Qatar’s Educational Reform; Sonia Ben Jaafar -- PART III: CONCLUSION: 11. Thoughts on School Leadership Policy, Practice, and Future Inquiry; Louis Volante and Lorna Earl. Index.
520 _a“Although standards-based reform emerged in the United States and the United Kingdom, the idea has spread across the world, as an approach to systemic reform.  It might appear that there is a world-wide “tsunami” of standards-based reform that will standardize and homogenize the educational system across the globe. This volume makes it very clear, however, that there is no one approach to standards-based reform and countries change – there is a danger in paying attention to its evolution and impact in only one context.  That’s what makes this volume so valuable.  Louis Volante has drawn together descriptions from a wide range of countries, all involved in large-scale reform and using standards and assessments as part of their process.  What becomes very obvious is that the language may be the same but the words reflect different contexts and can represent very different ideals, values, and processes. I’m sure you will find this book as interesting and challenging as I have – a gem that pushes your thinking and does not allow readers to remain neutral.” (Lorna Earl)  
650 0 _aEducation.
650 0 _aEducational tests and measurements.
650 1 4 _aEducation.
650 2 4 _aAdministration, Organization and Leadership.
650 2 4 _aInternational and Comparative Education.
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:
_z9789400740945
830 0 _aStudies in Educational Leadership ;
_v16
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-4095-2
912 _aZDB-2-SHU
999 _c104707
_d104707