As educational policy trends converge in many countries, such as demands for greater accountability, decentralization, and more culturally sensitive practices for an increasingly diverse student body, there is growing interest in cross-national comparisons and generalizations about leadership qualities and practices that result in successful schools. US and Cross-National Policies, Practices and Preparation: Implications for Successful Instructional Leadership, Organizational Learning, and Culturally Responsive Practices fills that need by bringing together triads of scholars from the International Study of Successful School Principals (ISSPP) to make direct comparisons among policies and practices in the U.S. with those in other national contexts, and then to draw implications for improving leadership preparation. This book provides theories and empirical case study examples of instructional leadership, organizational learning, and culturally responsive practices as they are shaped by political, economic, and cultural factors in seven different national contexts. The seven countries featured in this book are the U.S., Australia, Denmark, England, Sweden, Norway, and Cyprus. The book begins with an overview of the ISSPP, including its underlying theoretical framework, its research methodologies employed, its limitations and how analyses of the projectas data and findings evolved from the first phase of the study to its current focus.a lot of conservative views in terms of teaching, practices, and the whole community, we have kept to what we feel is in the best interests of students. Because ... australian Principal John Fleming embraced the more traditional, skills-based instruction, particularly in the area of literacy. Johna#39;s approach to literacy development focused on explicit instruction and the development of phonemic awareness.
|Title||:||US and Cross-National Policies, Practices, and Preparation|
|Author||:||Rose M. Ylimaki, Stephen L. Jacobson|
|Publisher||:||Springer Science & Business Media - 2011-02-16|