Institut Weiterbildung und Beratung

Dauerhafte URI für die Sammlunghttps://irf.fhnw.ch/handle/11654/58

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Autor:in: search.filters.author.Tulowitzki, PierreThema: search.filters.subject.education

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  • Kein Vorschaubild vorhanden
    Publikation
    The cultural and social foundations of educational leadership. An international comparison
    (Springer Nature, 2021) Normand, Romuald; Moos, Leif; Liu, Min; Tulowitzki, Pierre
    This book identifies the cultural and moral foundations of country-specific educational governance and school leadership and presents the principles of justice and the diversity of common goods that guide leadership practices in schools. It contributes to an existing research field that studies diversity and ethical leadership in schools. The social dimension of school leadership is not limited to issues related to equality and equity, or social inclusion. The capacity of leaders to promote civic-mindedness and social cooperation, consensus and acceptance of others, the right balance between freedom and duties, and reciprocity of obligations, are essential to maintain democratic rights and facilitate the life together while respecting ethnic and cultural differences. Therefore, the book gathers contributions from a range of international authors capable of reporting these moral and cultural features, while broadening the research perspectives on school leadership.
    03 - Sammelband
  • Kein Vorschaubild vorhanden
    Publikation
    How school principals use their time. implications for school improvement, administration and leadership
    (Routledge, 08.07.2021) Lee, Moosung; Pollock, Katina; Tulowitzki, Pierre
    Presenting international evidence, from school systems across the globe, this book documents patterns, causes, and effects of school principals’ time use, building a case for the implications for school improvement, administration, and leadership. This edited volume offers an unparalleled set of chapters that delve into conceptual and methodological issues in researching principals’ time use. Chapters consist of empirical studies that advance fresh perspectives and build empirical ground on how principals use time across different school systems in Africa, Asia, Europe, Middle East, Oceania, and North America. This unique book, is a useful resource for researchers and educators, capturing the geographically diverse contexts of principal time use. This work makes a significant contribution to the field of school improvement, administration, and leadership with both theoretical depth and empirical grounding.
    03 - Sammelband