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Now showing results 1-3 of 3.
1. Making a Difference in Challenging, High-Poverty Schools: Successful Principals in the USA, England, and Australia (EJ780011)
Author(s):
Ylimaki, Rose M.; Jacobson, Stephen L.; Drysdale, Lawrie
Source:
School Effectiveness and School Improvement, v18 n4 p361-381 Dec 2007
Pub Date:
2007-12-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Poverty; Academic Achievement; Leadership Training; Foreign Countries; Principals; Administrator Effectiveness; Case Studies; Administrator Characteristics; Success; Achievement Gains; Leadership Qualities; Accountability; Educational Change; Leadership Responsibility; Organizational Change; Interviews
Abstract: This article draws on findings from a larger international study and the literature to examine successful principals of challenging high-poverty schools in the USA, England, and Australia. Specifically, this article reports case-study findings for 13 challenging schools, 4 each in the USA and Australia and 5 in England. Findings from this study indicate that successful principals used similar leadership practices and traits to make a difference and improve student performance in very challenging schools. These findings extend previous research conducted in single-nation contexts. The presentation of findings also considers differences in the role of the principal, the school context, and larger national policies. The article concludes with implications for leadership training and future research. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Models of Successful Principal Leadership (EJ743681)
Gurr, David; Drysdale, Lawrie; Mulford, Bill
School Leadership & Management, v26 n4 p371-395 Sep 2006
2006-09-00
Journal Articles; Reports - Descriptive
Descriptors: Models; Principals; Instructional Leadership; School Administration; Case Studies; Comparative Analysis; Outcomes of Education; Administrator Characteristics; Leadership Effectiveness; Foreign Countries
Abstract: This article provides an Australian perspective on successful school leadership that focuses on case studies in two states (Tasmania and Victoria). Case studies for each state were developed independently and are reported separately. Two models of successful school leadership are outlined and compared, with the models, showing a remarkable degree of commonality demonstrating that the core aspects of successful school leadership can be identified in ways that can help explain the complexity of principal leadership that leads to improved student outcomes. Both studies showed the significant contributions principals made to schools, particularly in the areas of capacity building and teaching and learning. Characteristics and qualities of the principals identified showed a common and consistent set of personal traits, behaviours, values and beliefs, such as honesty and openness, highly developed communication skills, flexibility, commitment, passion, empathy with others, a sense of "innate goodness," support of equity and social justice, a belief that all children are important and can succeed, being other-centred, high expectations and a belief that schools can make a difference. (Contains 4 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Successful Principal Leadership: Australian Case Studies (EJ802762)
Journal of Educational Administration, v43 n6 p539-551 2005
2005-00-00
Descriptors: Case Studies; Instructional Leadership; Principals; Foreign Countries; Leadership Responsibility; Leadership Styles; Institutional Characteristics; Educational Quality; Context Effect; Administrator Attitudes; Educational Change; Elementary Schools; Secondary Schools
Abstract: Purpose: This paper aims to provide an Australian perspective on successful school leadership. Design/methodology/approach: The paper focuses on case studies in two Australian states (Tasmania and Victoria). Case studies for each state were developed independently and are reported separately. Findings: The findings show a remarkable degree of commonality demonstrating that the core aspects of successful school leadership can be identified in ways that can help explain the complexity of principal leadership that leads to improved student outcomes. Originality/value: Highlights the importance and contribution of the principal to the quality of education. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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