P. Hallinger and R.H. Heck
School Leadership & Management, vol. 30, 2010, p. 95-110
This paper reports findings from a series of empirical analyses that assessed the effects of collaborative leadership on school improvement capacity and student learning in a large sample of US primary schools over a four-year period. The findings supported the view that collaborative school leadership can positively impact on student learning in reading and maths through building the school's capacity for academic improvement. The research outcomes also supported the idea that sees leadership for student learning as a process of mutual influence, in which school capacity shapes and is shaped by the school's collective leadership.
E.A. Grassi and H.B. Barker
London: Sage, 2010
This text connects theory to practice and presents foundational teaching and assessment practices for culturally and linguistically diverse exceptional (CLDE) students. It examines current and alternative practices, explores the multicultural movement, and brings together information from special education and ELL/bilingual fields to target the specific needs of CLDE students.
School Leadership & Management, vol. 30, 2010, p. 171-190
It has been reported in the literature that the disparities of student achievement within schools are often larger than the disparity across schools. This paper describes the steps taken to compare the student assessment results of 41 New Zealand secondary school English, maths and science departments with each other. In some schools results across departments showed considerable variation by subject and in other schools results across departments were similar.
J. Hemsley-Brown and A. Lowrie (guest editors)
International Journal of Public Sector Management, vol. 23, no. 2, 2010, p. 98-183
This special issue presents a range of research and developments in the field of higher education (HE) marketing. The papers included here are contributions to the third International Conference on Higher Education Marketing (ICHEM) held in Poland in 2008 and address three dimensions of HE marketing: student (customer) satisfaction, the notion of value and its connection to competitive positioning, and the idea of institutional branding. Although these conceptual areas are familiar research themes within the marketing literature they are often seen as providing a challenge when considered in the context of higher education.
International Journal of Inclusive Education, vol. 14, 2010, p. 165-181
This paper presents an overview of Romanian policies and practices pertaining to inclusive education. The education system is moving slowly towards the integration of pupils with special needs and those from minority groups, but many adaptations and modifications need to be made to enable current policies to be put into practice. The paper gives an overview of the history of special education in Romania from the Communist era to the present day, discusses the social phenomenon of street children and the overrepresentation of minority groups in special education as legacies of the Communist regime and obstacles to inclusive education, and makes recommendations for improvement of the system.
International Journal of Inclusive Education, vol.14, 2010, p. 183-193
In Queensland, Australia the school system is being reformed to make it more 'inclusive'. However, enthusiasm for inclusive education in Queensland seems to be waning amongst practitioners, and the 'confusion, frustration, guilt and exhaustion' that emerged among teachers and support staff in the UK is appearing in Queensland. It is argued that this is happening because inclusive education reforms that intend to provide an equitable education for all pupils regardless of cultural, physical, emotional and behavioural differences are being introduced, but they in fact continue to label, isolate and segregate pupils within schools in the way in which segregated special education facilities did in the past.
J. Isaksson, R. Lindqvist and E. Bergstrom
International Journal of Inclusive Education, vol. 14, 2010, p. 133-151
One of the goals of the Swedish National Education Act is to ensure the integration of all pupils into mainstream schools irrespective of disability or other difficulties. This paper explores how mainstream schools identify and support pupils with special educational needs. Analysis of interview data gathered from staff of two schools in a municipality in Northern Sweden revealed three different models for identifying and supporting pupils with special needs: a pedagogical, a social or a medical model.
C.H. Roch, D.W. Pitts and I. Navarro
Administration and Society, vol. 42, 2010, p. 38-65
This article examines how racial and ethnic mix influences the tools that public officials use in designing policy. The authors use Schneider and Ingram's policy tools framework to empirically test how racial and ethnic mix affects pupil discipline outcomes in a sample of Georgia state schools. Schools with a balanced racial and ethnic mix are more likely to adopt learning-oriented discipline policies, whereas those with imbalanced representations are more likely to implement sanction-oriented policies. The results demonstrate that ethnic mix is an important lever in policy design.
S.G. Huber (editor)
Dordrecht: Springer, 2010
This book contains contributions from authors examining ideas and experiences regarding current issues and trends in school leadership and leadership development from the perspective of both research and practice. It covers recent research findings and their consequences for the leadership of schools as well as exploring the growing importance placed on the 'professionalisation' of school leaders through activities such as training and development programmes and selection procedures. Finally, it examines the professional standing and the level of decision-making authority that school leaders in various countries have.