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School Leadership in the Context of Standards-Based Reform

Overview of attention for book
Cover of 'School Leadership in the Context of Standards-Based Reform'

Table of Contents

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    Book Overview
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    Chapter 1 Educational Reform, Standards, and School Leadership
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    Chapter 2 Responsibility in a High-Accountability System: Leading Schools in England
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    Chapter 3 Instructional Leadership in the Era of No Child Left Behind: Perspectives from the United States
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    Chapter 4 Educational Leadership in the Context of Low-Stakes Accountability: The Canadian Perspective
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    Chapter 5 Pathways of Educational Leadership: Monitoring and Developing Skill Levels Among Educational Leaders in Australia
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    Chapter 6 The Shape and Shaping of School Leadership in Aotearoa New Zealand
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    Chapter 7 Policy and Practice in Swedish Education, Assessment, and School Leadership
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    Chapter 8 Standardization, Deregulation, and School Administration Reform in Japan
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    Chapter 9 School Leadership, Accountability, and Assessment Reform in Hong Kong
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    Chapter 10 Leadership in Qatar’s Educational Reform
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    Chapter 11 Thoughts on School Leadership Policy, Practice, and Future Inquiry
Attention for Chapter 2: Responsibility in a High-Accountability System: Leading Schools in England
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Citations

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2 Mendeley
Summary Dimensions citations
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Chapter title
Responsibility in a High-Accountability System: Leading Schools in England
Chapter number 2
Book title
School Leadership in the Context of Standards-Based Reform
Published by
Springer, Dordrecht, January 2012
DOI 10.1007/978-94-007-4095-2_2
Book ISBNs
978-9-40-074094-5, 978-9-40-074095-2
Authors

Daniel Muijs, Muijs, Daniel

View on publisher site
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 2 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 2 100%

Demographic breakdown

Readers by professional status Count As %
Professor 1 50%
Student > Master 1 50%
Readers by discipline Count As %
Social Sciences 2 100%

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