Abstract
Recurring discourses under the umbrella of ‘school improvement’ reforms include greater school autonomy alongside the explicit expectation of certain leadership practices in the pursuit of improved measurable outcomes, accompanied by an increase in external accountabilities, all of which work to steer principals’ conduct from a distance by emphasising or even requiring certain behaviours. This chapter positions the book in a wider, global, context of the school improvement reform movement. I begin by providing a background to the global climate of school improvement reforms and then shift into an exploration of key discourses influencing the work of leaders under these policy conditions. This chapter reviews the literature relating to these discourses which, alongside the systemic and contextual demands shaping principals’ local policy conditions, provide an insight into the expectations and constraints that governed the work of leaders in this study.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Adamowski, S., Bowles Therriault, S., & Cavanna, A. (2007). The autonomy gap: Barriers to effective school leadership. Washington, DC: American Institutes for Research & Thomas B. Fordham Institute.
Agostino, A., & Harcourt, W. (2010). Education for what purpose? Development, 53(4), 449–450. https://doi.org/10.1057/dev.2010.80
Apelt, L., & Lingard, B. (1993). Public schooling reform in Australia: In whose interests? Journal of Educational Administration, 31(3), 59–71. https://doi.org/10.1108/09578239310038778
Apple, M. (2005). Education, markets, and an audit culture. Critical Quarterly, 47(1–2), 11–29. https://doi.org/10.1111/j.0011-1562.2005.00611.x
Ball, S. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
Ball, S. (2006). Education policy and social class: The selected works of Stephen J. Ball. Abingdon, Oxon: Routledge.
Bandur, A. (2012). School-based management developments: Challenges and impacts. Journal of Education Administration, 50(5), 845–873. https://doi.org/10.1108/09578231211264711
Bhattacharyya, S., Junot, M., & Clark, H. (2013). Can you hear us? Voices raised against standardised testing by novice teachers. Creative Education, 4(10), 633–639. https://doi.org/10.4236/ce.2013.410091
Booher-Jennings, J. (2005). Below the bubble: ‘Educational triage’ and the Texas accountability system. American Educational Research Journal, 42(2), 231–268. https://doi.org/10.3102/00028312042002231
Brown, K. (2005). Pivotal points: History, development, and promise of the principalship. In F. W. English (Ed.), The SAGE handbook of educational leadership: Advances in theory, research and practice (pp. 109–141). Thousand Oaks, California: SAGE. https://doi.org/10.4135/9781412976091.n6
Caldwell, B. (1992). The principal as leader of the self-managing school in Australia. Journal of Educational Administration, 30.3(6). https://doi.org/10.1108/09578239210014289
Caldwell, B. (2008). Reconceptualising the self-managing school. Educational Management Administration & Leadership, 36(2), 235–252. https://doi.org/10.1177/1741143207087775
Camburn, E., Rowan, B., & Taylor, J. (2003). Distributed leadership in schools: The case of elementary schools adopting comprehensive school reform models. Educational Evaluation and Policy Analysis, 25(4), 347–373. https://doi.org/10.3102/01623737025004347
Carter, P. (2012). Policy as palimpsest. Policy & Politics, 40(3), 423–443. https://doi.org/10.1332/030557312X626613
Case, P., Case, S., & Catling, S. (2000). Please show you’re working: A critical assessment of the impact of OFSTED inspection on primary teachers. British Journal of Sociology of Education, 21(4), 605–621. https://doi.org/10.1080/713655370
Chung, J. (2010). Finland, PISA, and the implications of international achievement studies on education policy. In A. Wiseman (Ed.), The impact of international achievement studies on national education policymaking (pp. 267–294). https://doi.org/10.1108/s1479-3679(2010)0000013013
Cohen, J. (2010). Teachers in the news: A critical analysis of one US newspaper’s discourse on education, 2006-2007. Discourse: Studies in the Cultural Politics of Education, 31(1), 105–119. https://doi.org/10.1080/01596300903465450
Copland, M. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy Analysis, 25(4), 375–395. https://doi.org/10.3102/01623737025004375
Costante, K. (2010). Evolving perspectives: Leaders and leadership. Conversation, 2(2). Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/leadership/winter2010.pdf
Courtney, S. (2013). Head teachers’ experiences of school inspection under Ofsted’s January 2012 framework. Management in Education, 27(4), 164–169.
Cranston, N. (2013). School leaders leading: Professional responsibility not accountability as the key focus. Educational Management Administration & Leadership, 41(2), 129–142. https://doi.org/10.1177/1741143212468348
Dean, M. (1999). Governmentality: Power and rule in modern society. London: SAGE.
DeBevoise, W. (1984). Synthesis of research on the principal as instructional leader. Educational Leadership, 41(5), 14–20.
Degenhardt, L., & Duignan, P. (2010). Dancing on a shifting carpet: Reinventing traditional schooling for the 21st Century. Camberwell, Victoria: ACER.
DuFour, R. (2002). The learning-centered principal. Beyond Instructional Leadership, 59(8), 12–15.
Eacott, S. (2015). The principalship, autonomy, and after. Journal of Educational Administration and History, 47(4), 414–431. https://doi.org/10.1080/00220620.2015.996866
Elmore, R. (2000). Building a new structure for school leadership. Washington, DC: The Albert Shanker Institute.
Fielding, M. (2001). OFSTED, inspection and the betrayal of democracy. Journal of Philosophy of Education, 35(4), 695–709.
Finnigan, K. (2010). Principal leadership and teacher motivation under high-stakes accountability policies. Leadership and Policy in Schools, 9(2), 161–189. https://doi.org/10.1177/0013161X02038001005
Foucault, M. (2003). Abnormal: Lectures at the Collège de France 1974-75 (G. Burchell, Trans). New York: Picador.
Fullan, M. (1994). Coordinating top-down and bottom-up strategies for educational reform. In R. Anson (Ed.), Systemic reform: Perspectives on personalising education (pp. 7–24). Washington, DC: Office of Educational Research and Improvement.
Fullan, M. (2007). The new meaning of educational change (4th ed.). New York: Teachers College Press.
Garrick, B. (2011). The crisis discourse of a wicked policy problem: Vocational skills training in Australia. The Australian Educational Researcher, 38(4), 401–416. https://doi.org/10.1007/s13384-011-0033-9
Gobby, B. (2013). Principal self-government and subjectification: The exercise of principal autonomy in the Western Australian Independent Public Schools programme. Critical Studies in Education, 54(3), 273–285. https://doi.org/10.1080/17508487.2013.832338
Goodlad, J. (2004). Fulfilling the public purpose of schooling. School Administrator, 61(5), 14–17.
Gorur, R. (2016). Performative politics of NAPLAN and MySchool. In B. Lingard, G. Thompson, & S. Sellar (Eds.), National testing in schools: An Australian assessment (pp. 30–43). Abingdon, Oxon: Routledge.
Gray, J., Campbell-Evans, G., & Leggett, B. (2013). Independent Public Schools: Boards in transition. Leading & Managing, 19(1), 72–88.
Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329–352. https://doi.org/10.1080/0305764032000122005
Hamilton, L., Stecher, B., Marsh, J., McCombs, J., Robyn, A., Russell, J., … Barney, H. (2007). Standards-based accountability under No Child Left Behind: Experiences of teachers and administrators in three states. Santa Monica: Rand.
Hardy, I. (2013a). Education as a ‘risky business’: Theorising student and teacher learning in complex times. British Journal of Sociology of Education, 36(3), 375–394. https://doi.org/10.1080/01425692.2013.829746
Hardy, I. (2013b). Testing that counts: Contesting national literacy assessment policy in complex schooling settings. Australian Journal of Language & Literacy, 36(2), 67–77.
Hardy, I. (2014). A logic of appropriation: Enacting national testing (NAPLAN) in Australia. Journal of Education Policy, 29(1), 1–18. https://doi.org/10.1080/02680939.2013.782425
Hardy, I. (2015a). A logic of enumeration: The nature and effects of national literacy and numeracy testing in Australia. Journal of Education Policy, 30(3), 335–362. https://doi.org/10.1080/02680939.2014.945964
Hardy, I. (2015b). Data, numbers and accountability: The complexity, nature and effects of data use in schools. British Journal of Educational Studies, 63(4), 467–486. https://doi.org/10.1080/00071005.2015.1066489
Harris, A. (2001). Contemporary perspectives on school effectiveness and school improvement. In A. Harris & N. Bennett (Eds.), School effectiveness and school improvement: Alternative perspectives. London: Continuum.
Hattie, J. (2002, April). School research: How, what and why: Six things school leaders should know about educational research. Paper presented at University of Auckland Principals’ Centre, Auckland.
Hattie, J. (2011). Visible learning for teachers: Maximising impact on learning. Abingdon, Oxon: Routledge.
Heck, R., & Hallinger, P. (2010). Testing a longitudinal model of distributed leadership effects on school improvement. The Leadership Quarterly, 21(5), 867–885. https://doi.org/10.1016/j.leaqua.2010.07.013
Heim, J. (2016, December 8). Finland’s schools were once the envy of the world. Now, they’re slipping. The Washington Post. Retrieved from http://www.washingtonpost.com
Hopkins, D., & Fraser, D. (2011). Towards an understanding of system reform. In D. Hopkins, J. Munro, & W. Craig (Eds.), Powerful learning: A strategy for systemic educational improvement (pp. 11–27). Victoria: ACER Press.
Hursh, D. (2013). Raising the stakes: High-stakes testing and the attack on public education in New York. Journal of Education Policy, 28(5), 574–588. https://doi.org/10.1080/02680939.2012.758829
Jones, A. (1987). Leadership for tomorrow’s schools. Oxford: Blackwell.
Jeffrey, B., & Woods, P. (1996). Feeling deprofessionalised: The social construction of emotions during an OFSTED inspection. Cambridge Journal of Education, 26(3), 325–343. https://doi.org/10.1080/0305764960260303
Keddie, A. (2013). Thriving amid the performative demands of the contemporary audit culture: A matter of school context. Journal of Education Policy, 28(6), 750–766. https://doi.org/10.1080/02680939.2013.768706
Keddie, A. (2014). ‘It’s like Spiderman: With great power comes great responsibility’: School autonomy, school context and the audit culture. School Leadership and Management, 34(5), 502–517. https://doi.org/10.1080/13632434.2014.938040
Keddie, A., & Lingard, B. (2015). Navigating the demands of the English schooling context: Problematics and possibilities for social equity. International Journal of Inclusive Education, 19(11), 1117–1125. https://doi.org/10.1080/13603116.2015.1044200
Keddie, A., Mills, M., & Pendergast, D. (2011). Fabricating an identity in neo-liberal times: Performing schooling as ‘number one’. Oxford Review of Education, 37(1), 75–92. https://doi.org/10.1080/03054985.2010.538528
Kickert, W. (1995). Steering at a distance: A new paradigm of public governance in Dutch higher education. Governance, 8(1), 135–157.
Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story. Assessment in Education: Principles, Policy & Practice, 19(1), 65–79. https://doi.org/10.1080/0969594X.2011.592972
Lee, J., & Park, D. (2014). Do American and Korean education systems converge? Tracking school reform policies and outcomes in Korea and the USA. Asia Pacific Education Review, 15(3), 391–399. https://doi.org/10.1007/s12564-014-9325-x
Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 17(2), 201–227. https://doi.org/10.1080/09243450600565829
Leithwood, K., Jantzi, D., & Steinbach, R. (2012). Changing leadership for changing times. Philadelphia: Open University Press.
Leithwood, K., Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Retrieved from http://www.wallacefoundation.org/WF/KnowledgeCenter/KnowledgeTopics/EducationLeadership/HowLeadershipInfluencesStudentLearning.htm
Leonard, J. (2010). Finding the time for instructional leadership. Lanham, Maryland: Rowman & Littlefield Education.
Lewis, S., & Hardy, I. (2015). Funding, reputation and targets: The discursive logics of high-stakes testing. Cambridge Journal of Education, 45(2), 245–264. https://doi.org/10.1080/0305764x.2014.936826
Lewis, S., & Lingard, B. (2015). The multiple effects of international large-scale assessment on education policy and research. Discourse: Studies in the Cultural Politics of Education, 36(5), 621–637. https://doi.org/10.1080/01596306.2015.1039765
Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51(2), 129–147. https://doi.org/10.1080/17508481003731026
Lingard, B. (2011). Changing teachers’ work in Australia. In N. Mockler & J. Sachs (Eds.), Rethinking educational practice through inquiry (pp. 229–246). London: Springer.
Lingard, B., Hayes, D., & Mills, M. (2002). Developments in school based management: The specific case of Queensland, Australia. Journal of Educational Administration, 40(1), 6–30. https://doi.org/10.1108/09578230210415625
Lingard, B., Martino, W., & Rezai-Rashti, G. (2013). Testing regimes, accountabilities and educational policy: Commensurate global and national developments. Journal of Education Policy, 28(5), 539–556. https://doi.org/10.1080/02680939.2013.820042
Lingard, B., Martino, W., Rezai-Rashti, G., & Sellar, S. (2016). Globalizing educational accountabilities. New York: Routledge.
Lingard, B., Mills, M., & Hayes, D. (2000). Teachers, school reform and social justice: Challenging research and practice. Australian Educational Researcher, 27(3), 93–109. https://doi.org/10.1007/bf03219733
Lingard, B., & Sellar, S. (2013). Catalyst data: Perverse systemic effects of audit and accountability in Australian schooling. Journal of Education Policy, 28(5), 634–656. https://doi.org/10.1080/02680939.2012.758815
Luke, A., & Woods, A. (2008). Accountability as testing: Are there lessons about assessment and outcomes to be learnt from No Child Left Behind? Literacy Learning: The Middle Years, 16(3), 11–19.
Maguire, M., Hoskins, K., Ball, S., & Braun, A. (2011). Policy discourses in school texts. Discourse: Studies in the Cultural Politics of Education, 32(4), 597–609. https://doi.org/10.1080/01596306.2011.601556
Marks, W. (2012). Tapping the resource of late-career principals. Leading and Managing, 18(1), 31–49.
Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., et al. (2014). Differentiated learning: From policy to classroom. Oxford Review of Education, 40(3), 331–348. https://doi.org/10.1080/03054985.2014.911725
Mills, M., & Niesche, R. (2014). School reform and the emotional demands of principals: Lorna’s story. School Leadership & Management, 34(2), 120–135. https://doi.org/10.1080/13632434.2013.856295
Minarechová, M. (2012). Negative impacts of high stakes testing. Journal of Pedagogy, 3(1), 82–100. https://doi.org/10.2478/v10159-012-0004-x
Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA]. (2008). Melbourne declaration on educational goals for young Australians. Melbourne: Australian Government.
Mockler, N. (2013). Teacher professional learning in a neoliberal age: Audit, professionalism and identity. Australian Journal of Teacher Education, 38(10), 35–47. https://doi.org/10.14221/ajte.2013v38n10.8
Moore, A. (2004). The good teacher: Dominant discourses in teaching and teacher education. Abingdon, Oxon: Routledge.
Mulford, B., Cranston, N., & Ehrich, L. (2009). Australian school leadership today: Conclusions. In N. Cranston & L. Ehrich (Eds.), Australian school leadership today (pp. 417–426). Bowen Hills, Queensland: Australian Academic Press.
Munro, K. (2016, August 19). New education authority in NSW with power to close schools and run inspections. Sydney Morning Herald.
Murphy, J. (1994). Transformational change and the evolving role of the principal: Early empirical evidence. In J. Murphy & K. S. Louis (Eds.), Reshaping the principalship: Insights from transformational reform efforts (pp. 20–53). Thousand Oaks, California: Corwin Press.
Newmann, F. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.
New South Wales Department of Education. (n.d.). Bump it up strategy—Fact sheet. Retrieved from http://www.nemingha-p.schools.nsw.edu.au/documents/7664129/7675102/bumpitupstrategyfactsheet_ruxipibobv.pdf
Niesche, R. (2011). Foucault and educational leadership. Disciplining the principal. Abingdon, Oxon: Routledge.
Niesche, R. (2013). Foucault, counter-conduct and school leadership as a form of political subjectivity. Journal of Educational Administration and History, 45(2), 144–158. https://doi.org/10.1080/00220620.2013.768968
Niesche, R. (2015). Governmentality and MySchool: School principals in societies of control. Educational Philosophy and Theory, 47(2), 133–145. https://doi.org/10.1080/00131857.2013.793925
Nordin, A. (2014). Crisis as a discursive legitimation strategy in educational reforms: A critical policy analysis. Education Inquiry, 5(1), 109–126. https://doi.org/10.3402/edui.v5.24047
O’Day, J. (2002). Complexity, accountability, and school improvement. Harvard Educational Review, 72(3), 293–329. https://doi.org/10.17763/haer.72.3.021q742t8182h238
Organisation for Economic Co-Operation and Development [OECD]. (2016). What is PISA? Retrieved from https://www.oecd.org/pisa/aboutpisa/
Peterson, P. (2011). The case against Michelle Rhee: How persuasive is it? Education Next, 11(3).
Plowright, D. (2007). Self-evaluation and OFSTED inspection: Developing an integrative model of school improvement. Educational Management Administration & Leadership, 35(3), 373–393. https://doi.org/10.1177/1741143207078180
Power, M. (1994). The audit explosion. London: Demos.
Preiss, B. (2012, November 9). ‘No evidence’ that teacher performance pay works. The Age. Retrieved from http://www.theage.com.au/
Puckeridge, T. (2011). The Australian National Assessment Program (pp. 42–46). Summer: Principal Matters.
Queensland Department of Education and Training (QDET). (2011). United in our pursuit of excellence. Retrieved from http://education.qld.gov.au/projects/educationviews/news-views/2011/jul/united-in-pursuit-110727.html
Queensland Department of Education and Training (QDET). (2012). Education Queensland system review: Final report (Michael Fullan and Ben Levin Report) education Queensland response. Retrieved from http://education.qld.gov.au/publication/production/reports/docs/queensland-education-system-review.pdf
Queensland Department of Education and Training (QDET). (2013). Great teachers = great results. A direct action plan for Queensland schools. Retrieved from http://deta.qld.gov.au/about/government-responses/pdf/great-teachers-great-results-action-plan.pdf
Queensland Department of Education and Training (QDET). (2014a). Every student succeeding: State schools strategy 2014-2018. Retrieved from http://education.qld.gov.au/corporate/about/pdfs/state-schools-strategy-2014-18.pdf
Queensland Department of Education and Training (QDET). (2014b). Strategic Plan 2014-2018. Retrieved from http://deta.qld.gov.au/publications/strategic/pdf/dete-strategic-plan.pdf
Ravitch, D. (2010). The life and death of the great American school system. How testing and choice are undermining education. New York: Basic Books.
Rizvi, F., & Lingard, B. (2010). Globalizing education policy. New York: Routledge.
Rosenthal, L. (2004). Do school inspections improve school quality? Ofsted inspections and school examination results in the UK. Economics of Education Review, 23(2), 143–151. https://doi.org/10.1016/S0272-7757(03)00081-5
Rousmaniere, K. (2013). The Principal’s office: A social history of the American school principal. Albany, New York: SUNY Press.
Rudd, K., & Smith, S. (2007). New directions for our schools: Establishing a national curriculum to improve our children’s educational outcomes. Retrieved from http://parlinfo.aph.gov.au/parlInfo/download/library/partypol/VSPO6/upload_binary/vspo63.pdf;fileType=application%2Fpdf#search=%22library/partypol/VSPO6%22
Rutledge, S. (2010). Contest for jurisdiction: An occupational analysis of principals’ responses to test-based accountability. Leadership and Policy in Schools, 9(1), 78–107. https://doi.org/10.1080/15700760902781053
Sahlberg, P. (2011). Finnish lessons: What can the world learn from school reform in Finland? New York: Teachers College Press.
Saltmarsh, S., & Youdell, D. (2004). ‘Special sport’ for misfits and losers: Educational triage and the constitution of schooled subjectivities. International Journal of Inclusive Education, 8(4), 353–371. https://doi.org/10.1080/1360311042000259148
Sellar, S., & Lingard, B. (2013). The OECD and global governance in education. Journal of Education Policy, 28(5), 710–725. https://doi.org/10.1080/02680939.2013.779791
Sellar, S., Thompson, G., & Rutkowski, D. (2017). The global education race: Taking the measure of PISA and international testing. Canada: Brush Education Inc.
Sparzo, F., Bruning, R., Vargas, J., & Gilman, D. (1998). Educational problems for the 21st Century: Part 1: The purpose of schooling. Contemporary Education, 70(1), 5–13
Starr, K. (2009). Pressing issues in the new context of Australian educational leadership. In N. Cranston & L. Ehrich (Eds.), Australian educational leadership today: Issues and trends. Bowen Hills, Queensland: Australian Academic Press.
Strathern, M. (1997). Improving ratings: Audit in the British University system. European Review, 5(3), 305–321. https://doi.org/10.1002/(SICI)1234-981X(199707)5:33.0.CO;2-4
Strathern, M. (2000). The Tyranny of Transparency. British Educational Research Journal, 26(3), 309-321.
Stronge, J., Richard, H., & Catano, N. (2008). Qualities of effective principals. Virginia: ASCD.
Thomas, S. (2003). ‘The trouble with our schools’: A media construction of public discourses on Queensland schools. Discourse: Studies in the Cultural Politics of Education, 24(1), 19–33. https://doi.org/10.1080/01596300303030
Thompson, G., & Mockler, N. (2016). Principals of audit: Testing, data and ‘implicated advocacy’. Journal of Educational Administration and History, 48(1), 1–18. https://doi.org/10.1080/00220620.2015.1040376
Thomson, P. (2011). Creative leadership: A new category or more of the same? Journal of Educational Administration and History, 43(3), 249–272. https://doi.org/10.1080/00220620.2011.586493
Thomson, P., & Blackmore, J. (2006). Beyond the power of one: Redesigning the work of school principals. Journal of Educational Change, 7(3), 161–177. https://doi.org/10.1007/s10833-006-0003-6
Thomson, P., Gunter, H., & Blackmore, J. (2013). Foreword. In D. Gillies (Ed.), Educational leadership and Michel Foucault. Abingdon, Oxon: Routledge.
Thrupp, M. (2017). The search for better educational standards: A cautionary tale. Retrieved from https://ebookcentral-proquest-com.ezproxy.lib.monash.edu.au
Tomic, W., & Tomic, E. (2008). Existential fulfilment and burnout among principals and teachers. Journal of Beliefs & Values: Studies in Religion & Education, 29(1), 11–27. https://doi.org/10.1080/13617670801928191
Trimmer, K. (2013). Independent public schools: A move to increased autonomy and devolution of decision making in Western Australian public schools. Childhood Education, 89(3), 178–184. https://doi.org/10.1080/00094056.2013.792703
Whitaker, T. (2003). What great principals do differently. New York: Eye on Education.
Whitmire, R. (2011). The Bee Eater: Michelle Rhee takes on the nation’s worst school district. San Francisco: Jossey-Bass.
Wilkins, C. (2015). Education reform in England: Quality and equity in the performative school. International Journal of Inclusive Education, 19(11), 1143–1160. https://doi.org/10.1080/13603116.2015.1044202
Youdell, D. (2004). Engineering school markets, constituting schools and subjectivating students: The bureaucratic, institutional and classroom dimensions of educational triage. Journal of Education Policy, 19(4), 407–431. https://doi.org/10.1080/0268093042000227474
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Heffernan, A. (2018). School Improvement Discourses: Autonomy, ‘Instructional’ Leadership, and Accountability. In: The Principal and School Improvement. Educational Leadership Theory. Springer, Singapore. https://doi.org/10.1007/978-981-13-1495-7_2
Download citation
DOI: https://doi.org/10.1007/978-981-13-1495-7_2
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-1494-0
Online ISBN: 978-981-13-1495-7
eBook Packages: EducationEducation (R0)