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Published byWilla Porter Modified over 8 years ago
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Cross-National Differences in the International Successful School Principalship Project (ISSPP) Lauri Johnson, University at Buffalo Jorunn Moller, University of Oslo Stephen Jacobson, University at Buffalo Kam-cheung Wong, University of Hong Kong
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Leithwood and Riehl (2005) Successful School Leadership: 1) Improves student learning; 2) Is, and ought to be, distributed; 3) Includes core practices of setting directions, developing people, redesigning the organization, and managing the instructional program; 4) Acknowledges the accountability-oriented policy context; 5) Promotes social justice in diverse schools through strong school-community relationships and expanding students’ social capital valued by the schools.
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Comparative Context USA: Decentralized Resources, High Accountability Norway: Democratic Values, Democratic Leadership China: Respect for Authority and Experience, Top Down Leadership
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Research Context Selection Criteria: What Constitutes Success? Differences in Project Funding and Methodology Language Differences
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Conclusions School leadership is socially constructed and contextually bound. Successful school leaders are highly sensitive to local and national contexts. High accountability contexts: Student performance on external tests is a key m easure of success Scandinavian countries prioritize citizenship and social relationships to a greater extent
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Further Research Cross country analysis of the ISSPP case studies to examine school-community relationships in culturally diverse schools Conduct case studies in other international contexts (outside a Westernized context) to examine how different value orientations and leadership priorities influence successful leadership
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