MARC Record from harvard_bibliographic_metadata

LEADER: 03430nam a22004695a 4500
001 014272132-8
005 20150106022653.0
008 141110s2015 gw | s ||0| 0|eng d
020 $a9783319127248
020 $a9783319127248
020 $a9783319127231
024 7 $a10.1007/978-3-319-12724-8$2doi
035 $a(Springer)9783319127248
040 $aSpringer
050 4 $aLB2801-3095
072 7 $aJNK$2bicssc
072 7 $aEDU001000$2bisacsh
082 04 $a371.2$223
100 1 $aBlossing, Ulf.$eauthor.
245 10 $aLocal Drivers for Improvement Capacity :$bSix Types of School Organisations /$cby Ulf Blossing, Torgeir Nyen, Åsa Söderström, Anna Hagen Tønder.
264 1 $aCham :$bSpringer International Publishing :$bImprint: Springer,$c2015.
300 $aVIII, 74 p.$bonline resource.
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
347 $atext file$bPDF$2rda
490 1 $aSpringerBriefs in Education,$x2211-1921
505 0 $aPreface -- 1. Introduction -- 2. Organisational Perspectives on Schools and Change -- 3. Method -- 4. Six School Types -- 5. Concluding Reflections.
520 $aThis book presents systematically six types of schools, with different improvement capacities. Different schools have different capacities for school improvement, depending on the school infrastructure, norms and routines for the improvement process, improvement roles, and improvement history. The organisation of the improvement capacity is understood on the basis of sensemaking processes among teachers and school leaders. The book focuses on the challenges for each type of school in their improvement work, and which situations and circumstances they need to take into account. The school types are illustrated with detailed descriptions of six schools, coming from an evaluation of a Norwegian school development program. The book fills a need in school organisations to have concrete illustrations from similar schools of how teacher teams are organised, how leadership is exercised and processes are organised in their efforts of improving the organisation and building a complex and effective capacity. Schools’ improvement capacity has become an important feature in school management and leadership as well as in research as western states have decentralised governance to the local level. The expectations on school leaders as well as on teachers are high when it comes to improve their schools to raise student outcome. Accounts of professional school cultures and professional learning communities often describe in an overall perspective the ideal school where such an improvement capacity is in work. However, accounts of the many ways of organising the capacity which perhaps are not all in all ideal or effective also contribute to the knowledge of the local school process.
650 0 $aEducation.
650 0 $aEducational tests and measurements.
650 14 $aEducation.
650 24 $aAdministration, Organization and Leadership.
650 24 $aEducational Policy and Politics.
650 24 $aAssessment, Testing and Evaluation.
700 1 $aNyen, Torgeir.$eauthor.
700 1 $aSöderström, Åsa.$eauthor.
700 1 $aHagen Tønder, Anna.$eauthor.
776 08 $iPrinted edition:$z9783319127231
830 0 $aSpringerBriefs in Education,$x2211-1921
988 $a20150106
906 $0VEN