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dc.contributor.authorBishop, Russell
dc.date.accessioned2011-10-03T01:54:25Z
dc.date.available2011-10-03T01:54:25Z
dc.date.issued2011
dc.identifier.citationBishop, R. (2011). Education leaders can reduce educational disparities. In T. Townsend & J. Macbeath (Eds.), International Handbook of Leadership for Learning (pp. 1069-1081). Springer Science+Business Media B.V.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/5796
dc.description.abstractThis chapter is about how education leaders can act to reduce educational disparities for indigenous and other minoritized peoples through strategic goal setting, supporting effective pedagogies of relations, promoting distributed leadership, enacting inclusivity, using evidence and owning the need for reform. Examples are drawn from a large-scale, theory-based education reform project called Te Kotahitanga which is currently running in 50 secondary schools in New Zealand. Developing a model for effective leadership needs to commence with the understanding that the key to change is teacher action supported by responsive structural reform (Elmore 2004). In our earlier work (Bishop et al. 2003, 2007) we investigated what effective teacher action looks like. This chapter presents a model of what “responsive structural reform” looks like in practice and what leaders need to do to implement and sustain gains made in student performance at the classroom, school and system-wide levels.en_NZ
dc.language.isoen
dc.publisherSpringeren_NZ
dc.relation.urihttp://www.springerlink.com/content/h82702037h576812en_NZ
dc.subjecteducationen_NZ
dc.subjecteducation leaderen_NZ
dc.titleEducation leaders can reduce educational disparitiesen_NZ
dc.typeChapter in Booken_NZ
dc.identifier.doi10.1007/978-94-007-1350-5_58en_NZ
dc.relation.isPartOfInternational Handbook of Leadership for Learning: Part Twoen_NZ
pubs.begin-page1069en_NZ
pubs.elements-id9469
pubs.end-page1081en_NZ


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