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03672nam a22005055i 4500 |
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978-94-007-2768-7 |
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DE-He213 |
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20151120175948.0 |
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cr nn 008mamaa |
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120103s2012 ne | s |||| 0|eng d |
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|a 9789400727687
|9 978-94-007-2768-7
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|a 10.1007/978-94-007-2768-7
|2 doi
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|d GrThAP
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|a LB2801-3095
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|a JNK
|2 bicssc
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|a EDU001000
|2 bisacsh
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|a 371.2
|2 23
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|a School Leadership Effects Revisited
|h [electronic resource] :
|b Review and Meta-Analysis of Empirical Studies /
|c edited by Jaap Scheerens.
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| 264 |
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|a Dordrecht :
|b Springer Netherlands,
|c 2012.
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| 300 |
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|a IX, 152 p. 15 illus.
|b online resource.
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
|2 rdacarrier
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| 347 |
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|a text file
|b PDF
|2 rda
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| 490 |
1 |
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|a SpringerBriefs in Education,
|x 2211-1921
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| 505 |
0 |
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|a Perspectives on educational quality, Jaap Scheerens -- Measuring educational quality by means of indicators, Jaap Scheerens -- Description and earlier quality review of the Dutch Educational System, Jaap Scheerens -- The quality of education in the Netherlands, as expressed by achievement attainment indicators, Hans Luyten -- The selectivity and vocational orientation of education systems, Jan van Ravens -- Summary and discussion, Jaap Scheerens.
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|a This highly detailed study maps four decades of evolution of the concept of what constitutes effective school leadership. It analyses the theoretical background to these developments and advocates the utility of thinking of a ‘lean’ form of school leadership that is comparable to the concept of ‘meta-control’. A wide-ranging survey of the empirical research literature on leadership effects includes the presentation of results from earlier meta-analyses as well as a new meta-analysis on some 25 studies carried out between 2005 and 2010. This survey demonstrates that older reviews and meta-analyses were predominantly based on so-called ‘direct effect’ studies, while more recent studies have tried to quantify the indirect effects of leadership, mediated by other school variables. While acknowledging the relatively small total effect of leadership on student outcomes, the study does identify promising intermediary factors which, stimulated by specific leadership behaviours, impact on student performance. The book ends by drawing out wider implications for educational practice and policy, presented under headings such as ‘schools need leadership’, ‘the toolkit of the school leader as a meta-controller’, ‘the special case of turning around failing schools’ and ‘efficiency of school leadership’. In passing, the authors make several suggestions about potentially fruitful next steps in researching the effects of school leadership.
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| 650 |
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|a Education.
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| 650 |
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|a School management and organization.
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| 650 |
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|a School administration.
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| 650 |
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|a Educational policy.
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| 650 |
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|a ducation and state.
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| 650 |
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|a Assessment.
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| 650 |
1 |
4 |
|a Education.
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| 650 |
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4 |
|a Administration, Organization and Leadership.
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| 650 |
2 |
4 |
|a Educational Policy and Politics.
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| 650 |
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4 |
|a Assessment, Testing and Evaluation.
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| 700 |
1 |
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|a Scheerens, Jaap.
|e editor.
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| 710 |
2 |
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|a SpringerLink (Online service)
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| 773 |
0 |
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|t Springer eBooks
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| 776 |
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8 |
|i Printed edition:
|z 9789400727670
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| 830 |
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|a SpringerBriefs in Education,
|x 2211-1921
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| 856 |
4 |
0 |
|u http://dx.doi.org/10.1007/978-94-007-2768-7
|z Full Text via HEAL-Link
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| 912 |
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|a ZDB-2-SHU
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| 950 |
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|a Humanities, Social Sciences and Law (Springer-11648)
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