Skip to main content
SpringerLink
Log in

Leadership for Learning in Diverse Settings: School Leaders Setting the Agenda in Australia and New Zealand

  • Chapter
  • First Online:
International Perspectives in Educational Effectiveness Research

Abstract

This chapter considers the roles that school leaders take in establishing a learning climate in ways that support a broad understanding of effectiveness, through the engagement, learning and achievement of students from indigenous or diverse cultural and social backgrounds in Australia and New Zealand. The chapter will commence with an overview of the research and findings associated with the multi-year, multi-country International Successful School Principals Project (ISSPP) with a focus on what was found in Australia and New Zealand. The chapter will then consider two case studies, one from each country, of research about how school leaders support the development of a learning environment in their schools. The first case study, from Australia, will look at the way in which the Principals as Literacy Leaders (PALL) program has supported school leaders to establish interventions that will support improved literacy achievement for their students, in communities across Australia. The second case study, from New Zealand will engage with the experiences of a group of non-Indigenous secondary-school principals as they seek to bring about transformative school reform by engaging more critically with policy, staff and with their Indigenous Māori communities.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 199.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Formal removal of a student through a stand-down from school for a period of up to 5 school days.

  2. 2.

    Where an enrolment of a student aged under 16 is terminated, with a requirement that the student enrols elsewhere.

  3. 3.

    National Certificate of Educational Achievement (NCEA) is the official secondary school qualification in New Zealand.

  4. 4.

    Kaupapa Māori research is done by Māori, with Māori and about Māori

  5. 5.

    The Treaty of Waitangi in 1840, signed by Māori tribal leaders and British Government representatives mandated a partnership relationship and established British governance in return for Māori tribal ownership and protection of their land interests and cultural treasures. However, the sovereignty guaranteed to Māori was increasingly ignored, with dire consequences for Māori cultural, social and economic wellbeing, well into the twentieth century.

References

  • Apple, M. (2013). Knowledge, power, and education. New York, NY: Routledge.

    Book  Google Scholar 

  • Alton-Lee, A., Robinson, V., Hohepa, M., & Lloyd, C. (2009). Creating educationally powerful connections with family, whānau, and communities. In V. Robinson, M. Hohepa, & C. Lloyd (Eds.), School leadership and student outcomes: Identifying what works and why (pp. 142–170). Wellington, New Zealand: Ministry of Education.

    Google Scholar 

  • Auditor-General. (2012). Education for Māori: Context for our proposed audit work until 2017. Wellington, New Zealand: Office of the Auditor-General.

    Google Scholar 

  • Auditor-General. (2013). Education for Māori: Implementing Ka Hikitia – Managing for success. Wellington, New Zealand: Parliamentary paper.

    Google Scholar 

  • Australian Primary Principals Association (APPA). (2013). Principals as literacy leaders (project extension no 1) final report. Kingston, ACT, Australia: APPA.

    Google Scholar 

  • Barth, R. S. (1999). The teacher leader. Providence, RI: Rhode Island Foundation.

    Google Scholar 

  • Bassett, G. W., Crane, A. R., & Walker, W. G. (1967). Headmasters for better schools (2nd ed.). St Lucia, Australia: University of Queensland Press.

    Google Scholar 

  • Beare, H., Caldwell, B. J., & Millikan, R. H. (1989). Creating an excellent school. London, UK: Routledge.

    Google Scholar 

  • Belchetz, D., & Leithwood, K. (2007). Does context matter and if so, how? In K. Leithwood & C. Day (Eds.), Successful school leadership in times of change (pp. 117–138). Toronto, Canada: Springer.

    Chapter  Google Scholar 

  • Berryman, M., & Eley, E. (2017). Succeeding as Māori: Māori students’ views on our stepping up to the Ka Hikitia challenge. New Zealand Journal of Education Studies, 1–15. https://doi.org/10.1007/s40841-017-0076-1

  • Berryman, M., Eley, E., Ford, T., & Egan, M. (2016). Going beyond the personal will and professional skills to give life to Ka Hikitia. Journal of Educational Leadership, Policy and Practice, 30(2), 56–68.

    Google Scholar 

  • Berryman, M., Nevin, A., SooHoo, S., & Ford, T. (2015). A culturally responsive framework for social justice. In K. Esposito & A. Normore (Eds.), Inclusive practices for special populations in urban settings: The moral imperative for social justice leadership (pp. 143–164). Charlotte, NC: Information Age Publishers (IAP).

    Google Scholar 

  • Bishop, R., Berryman, M., & Wearmouth, J. (2014). Te Kotahitanga: Towards effective education reform for indigenous and other minoritised students. Wellington, New Zealand: NZCER Press.

    Google Scholar 

  • Creemers, B. P. M., & Kyriakides, L. (2012). Improving quality in education: Dynamic approaches to school improvement. London, UK: Routledge.

    Google Scholar 

  • Day, C. (2005). Sustaining success in challenging contexts: Leadership in English schools. In K. Leithwood & C. Day (Eds.), Successful school leadership in times of change (pp. 59–70). Dordrecht, The Netherlands: Springer-Kluwer.

    Google Scholar 

  • Day, C., Harris, A., Hadfield, M., Tolley, H., & Beresford, J. (2000). Leading schools in times of change. Buckingham, UK: Open University Press.

    Google Scholar 

  • Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., & Brown, E. (2010). 10 strong claims about successful school leadership. Nottingham, UK: National College for Leadership of Schools and Children’s Services.

    Google Scholar 

  • Dempster, N., Konza, D., Robson, G., Gaffney, M., Lock, G., & McKennariey, K. (2012). Principals as literacy leaders: Confident, credible and connected. Kingston, Autralia: Australian Primary Principals Association.

    Google Scholar 

  • Dempster, N., Johnson, G., & Stevens, E. (2014). The Principals as Literacy Leaders (PALL) project: (PALL: Tasmania): Final report, October 2014. Unpublished report, Brisbane, Queensland: Griffith Institute for Educational Research, Griffith University.

    Google Scholar 

  • Dempster, N., Townsend, T., Johnson, G., Bayetto, A., Lovett, S., & Stevens, E. (2017). Leadership and literacy: Principals, partnerships and pathways to improvement. Cham, Switzerland: Springer, 209pp. (available in 113 libraries worldwide as of august 2017 – worldcat.org)

  • Dinham, S. (2007). The secondary head of department and the achievement of exceptional student outcomes. Journal of Educational Administration, 45(1), 62–79.

    Article  Google Scholar 

  • Drysdale, L. (2011). Special Issue. Leadership and Policy in Schools, 10(4).

    Google Scholar 

  • Drysdale, L., Goode, H., & Gurr, D. (2009). An Australian model of successful school leadership: Moving from success to sustainability. Journal of Educational Administration, 47(6), 697–708.

    Article  Google Scholar 

  • Drysdale, L., Goode, H., & Gurr, D. (2011). Sustaining school and leadership success in two Australian schools. In L. Moos, O. Johansson, & C. Day (Eds.), How school principals sustain success over time: International perspectives (pp. 25–38). Dordrecht, The Netherlands: Springer-Kluwer.

    Google Scholar 

  • Drysdale, L., & Gurr, D. (2011). The theory and practice of successful school leadership in Australia. School Leadership and Management, 31(4), 355–368.

    Article  Google Scholar 

  • Duignan, P., & Gurr, D. (Eds.). (2007). Leading Australia’s schools. Sydney, Australia: ACEL and DEST.

    Google Scholar 

  • Duignan, P., Marshall, A. R., Harrold, R. I., Phillipps, D. M., Thomas, E. B., & Lane, T. J. (1985). The Australian school principal: A summary report. Canberra, Australia: Commonwealth Schools Commission.

    Google Scholar 

  • Edmonds, R. (1978). A discussion of the literature and issues related to effective schooling. A paper presented to National Conference on Urban Education, CEMREL, St Louis, USA.

    Google Scholar 

  • Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), 15–27.

    Google Scholar 

  • Enomoto, E. (1997). Schools as nested communities: Sergiovanni’s metaphor extended. Urban Education, 32(4), 512–531.

    Article  Google Scholar 

  • Freire, P. (1972). Pedagogy of the oppressed. New York, NY: Continuum.

    Google Scholar 

  • Fullan, M. (2003). The moral imperative of school leadership. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press.

    Google Scholar 

  • Goode, H. (2017). A study of successful principal leadership: Moving from success to sustainability. Doctor of Philosophy Thesis, The University of Melbourne.

    Google Scholar 

  • Gronn, P. (2000). Distributed properties: A new architecture for leadership. Educational Management and Administration, 28, 317–338.

    Article  Google Scholar 

  • Gronn, P. (2002). Distributed leadership as a unit of analysis. Leadership Quarterly, 13, 423–451.

    Article  Google Scholar 

  • Gurr, D. (2007). We can be the best. In P. Duignan & D. Gurr (Eds.), Leading Australia’s schools (pp. 124–131). Sydney, Australia: ACEL and DEST.

    Google Scholar 

  • Gurr, D. (2009). Successful school leadership in Australia. In N. Cranston & L. Erlich (Eds.), Australian educational leadership today: Issues and trends (pp. 369–394). Brisbane, Australia: Australian Academic Press.

    Google Scholar 

  • Gurr, D. (2014). Successful school leadership across contexts and cultures. Leading and Managing, 20(2), 75–88.

    Google Scholar 

  • Gurr, D. (2015). A model of successful school leadership from the international successful school Principalship project. Societies, 5(1), 136–150.

    Article  Google Scholar 

  • Gurr, D., & Drysdale, L. (2007). Models of successful school leadership: Victorian case studies. In K. Leithwood & C. Day (Eds.), Successful school leadership in times of change (pp. 39–58). Dordrecht, Netherlands: Springer-Kluwer.

    Chapter  Google Scholar 

  • Gurr, D., & Drysdale, L. (2016). Successful and effective school leadership: Insights from Australasia. In P. Pashiardis & O. Johansson (Eds.), Successful school leadership: International perspectives (pp. 139–154). London, UK: Bloomsbury.

    Chapter  Google Scholar 

  • Gurr, D., & Drysdale, L. (2013). Middle-level school leaders: Potential, constraints and implications for leadership preparation. Journal of Educational Administration, 51(1), 55–71.

    Article  Google Scholar 

  • Gurr, D., Drysdale, L., Clarke, S., & Wildy, H. (2014). High needs schools in Australia. Management in Education, 28(3), 86–90.

    Google Scholar 

  • Gurr, D., Drysdale, L., Di Natale, E., Ford, P., Hardy, R., & Swann, R. (2003). Successful school leadership in Victoria: Three case studies. Leading and Managing, 9(1), 18–37.

    Google Scholar 

  • Gurr, D., Drysdale, L., Longmuir, F., & McCrohan, K. (2018a – In press). Successful school leadership that is culturally sensitive but not context constrained, in E. Murakami, D. Gurr, & R. Notman (Eds), Leadership, culture and school success in high-need schools. Washington, DC: Information Age Publishing, pages to be confirmed on publication.

    Google Scholar 

  • Gurr, D., Drysdale, L., Longmuir, F., & McCrohan, K. (2018b – In press). Leading the improvement of schools in challenging circumstances, International Studies in Educational Administration, 46(1), pages to be confirmed on publication

    Google Scholar 

  • Gurr, D., Drysdale, L., & Mulford, B. (2005). Successful principal leadership: Australian case studies. Journal of Educational Administration, 43(6), 539–551.

    Article  Google Scholar 

  • Gurr, D., Drysdale, L., & Mulford, B. (2006). Models of successful principal leadership. School Leadership and Management, 26(4), 371–395.

    Article  Google Scholar 

  • Hallinger, P. (2018). Bringing context out of the shadow. Educational Management Administration & Leadership, 46(1), 5–24.

    Article  Google Scholar 

  • Hallinger, P., & Heck, R. H. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement? Educational Management Administration & Leadership, 38, 654–678.

    Article  Google Scholar 

  • Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217–248.

    Article  Google Scholar 

  • Hopkins, D. (2010). Realising the Potential of System Leadership Studies in Educational Leadership, 10, 211–224.

    Google Scholar 

  • Hopkins, D., Harris, A., & Jackson, D. (2010). Understanding the School’s capacity for development: Growth states and strategies. School Leadership & Management, 17(3), 401–412. https://doi.org/10.1080/13632439769944

    Article  Google Scholar 

  • Hord, S. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory.

    Google Scholar 

  • Johnson, G., Dempster, N., McKenzie, L., Klieve, H., Fluckiger, B., Lovett, S., … Webster, A. (2014). Principals as literacy leaders with indigenous communities: Leadership for learning to read – ‘Both ways’. Canberra, Australia: The Australian Primary Principals Association.

    Google Scholar 

  • Lambert, L. (2002). A framework for shared leadership. Educational Leadership, 59(8), 37–40.

    Google Scholar 

  • Leithwood, K., & Janzti, D. (2000). The effects of transformational leadership on organisational conditions and student engagement with school. Journal of Educational Administration, 38(2), 112–129.

    Article  Google Scholar 

  • Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Seven strong claims about successful school leadership. Nottingham, UK: National College of School Leadership.

    Google Scholar 

  • Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91, 509–536.

    Article  Google Scholar 

  • Longmuir, F. (2017). Principal leadership in high-advantage, improving Victorian secondary schools. Doctor of Philosophy Thesis, The University of Melbourne.

    Google Scholar 

  • MacBeath, J. (2010). Leadership for learning: Concepts, principles and practices. Leadership for Learning, the Cambridge Network. Retrieved from http://oer.educ.cam.ac.uk/w/images/9/98/LfL-Concepts_Principles_Practices_cc_1.pdf

  • MacBeath, J., Frost, D., & Swaffield, S. (2008). Editorial. School Leadership & Management, 28(4), 301–306.

    Article  Google Scholar 

  • MacBeath, J., & Dempster, N. (2009). Connecting leadership and learning: Principles for practice. London, UK: Routledge.

    Google Scholar 

  • MacBeath, J., & Townsend, T. (2011). Thinking and acting both locally and globally: What do we know now and how do we continue to improve? In T. Townsend & J. MacBeath (Eds.), The international handbook of leadership for learning (pp. 1241–1259). New York, NY: Springer.

    Google Scholar 

  • Maran, J., & Pascual, J. (2018). Comparative study of school principals’ leadership practices: Lessons for Chile from a cross-country analysis. Educational Management Administration and Leadership, 46(2), 279–300.

    Article  Google Scholar 

  • Marzano, R. J., Waters, J. T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • May, S., Cowles, S., Lamy, M., & Research Division, Ministry of Education. (2013). PISA 2012: New Zealand summary report. Wellington, New Zealand: Ministry of Education.

    Google Scholar 

  • Ministry of Education. (2008). Ka Hikitia-managing for success: The Māori education strategy 2008–2010. Wellington, New Zealand: Ministry of Education.

    Google Scholar 

  • Ministry of Education. (2013a). Ka Hikitia – Accelerating success 2013–2017. Wellington, New Zealand: Ministry of Education.

    Google Scholar 

  • Ministry of Education. (2013b). Registration of interest 397–5609, professional development to generate equity and accelerate the achievement of Māori learners in secondary education (working title: Building on success). Wellington, New Zealand: Ministry of Education.

    Google Scholar 

  • Ministry of Education. (2018a). Education Counts. Retrieved April 14, 2018, from Highest Attainment Numbers: http://www.educationcounts.govt.nz/statistics/indicators/main/student-engagement-participation/Stand-downs-suspensions-exclusions-expulsions

  • Ministry of Education. (2018b). Education Counts. Retrieved April 14, 2018, from Highest Attainment Numbers: http://www.educationcounts.govt.nz/statistics/indicators/main/student-engagement-participation/1955

  • Ministry of Education. (2018c). School Leaver Attainment. Retrieved April 16, 2018, from Education Counts: http://www.educationcounts.govt.nz/statistics/schooling/senior-student-attainment/school-leavers2/ncea-level-2-or-above-numbers

  • Mitra, D. (2007). Student voice in school reform: From listening to leadership. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 727–744). New York, NY: Springer.

    Chapter  Google Scholar 

  • Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141.

    Article  Google Scholar 

  • Møller, J. (2002): Democratic Leadership in an Age of Managerial Accountability. Improving Schools, 5(1).

    Google Scholar 

  • Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1988). School matters. Somerset, UK: Open Books.

    Google Scholar 

  • Mulford, B., & Johns, S. (2004). Successful school principalship. Leading and Managing, 10(1), 45–76.

    Google Scholar 

  • Murphy, J., Elliott, S., Goldring, E., & Porter, A. (2007). Leadership for learning: A research-based model and taxonomy of behaviors. School Leadership & Management, 27(2), 179–201.

    Article  Google Scholar 

  • National Institute of Child Health and Human Development (NICHD). (2000). National reading panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction.https://www1.nichd.nih.gov/publications/pubs/nrp/Pages/smallbook.aspx

  • Newman, F. M., Marks, H. M., & Camoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104, 280–312. https://doi.org/10.1086/444136

  • Notman, R. (Ed.). (2011a). Successful educational leadership in New Zealand: Case studies of schools and an early childhood centre. Wellington, New Zealand: NZCER Press.

    Google Scholar 

  • Notman, R. (2011b). Building leadership success in a New Zealand context. In R. Notman (Ed.), Successful educational leadership in New Zealand: Case studies of schools and an early childhood centre (pp. 135–152). Wellington, New Zealand: NZCER Press.

    Google Scholar 

  • Notman, R. (2012). Intrapersonal factors in New Zealand school leadership success. International Journal of Educational Management, 26(5), 470–479.

    Google Scholar 

  • Notman, R. (2014). A values-led principalship: The person within the professional. In C. Day & D. Gurr (Eds.), Leading schools successfully: Stories from the field (pp. 117–128). London, UK: Routledge.

    Google Scholar 

  • Notman, R., & Henry, A. (2009). The human face of principalship: A synthesis of case study findings. Journal of Educational Leadership. Policy and Practice, 24(1), 37–52.

    Google Scholar 

  • Organisation for Economic Co-operation and Development. (2004). Learning for tomorrow’s world: PISA results for 2003. Retrieved January 13, 2016, from http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/34002216.pdf

  • Organisation for Economic Co-operation and Development. (2007). PISA 2006 results: Science competencies for tomorrow’s world. Retrieved January 13, 2016, from http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/pisa2006results.htm

  • Organisation for Economic Co-operation and Development. (2010). PISA 2009 results: What students know and can do in reading, mathematics and science. Retrieved January 13, 2016, from http://www.oecd.org/pisa/pisaproducts/pisa2009keyfindings.htm

  • Quantz, R., Rogers, J., & Dantley, M. (1991). Rethinking transformative leadership: Toward democratic reform of schools. Journal of Education, 173(3), 96–118.

    Article  Google Scholar 

  • Reynolds, D. (1982). The search for school effectiveness. School Organisation, 2(3), 215–237.

    Article  Google Scholar 

  • Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: an analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 564–588.

    Article  Google Scholar 

  • Robinson, R., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why. Best evidence synthesis iteration [BES]. Wellington, New Zealand: New Zealand Ministry of Education. Retrieved from http://www.educationcounts.govt.nz/publications/series/2515/60169/60170

    Google Scholar 

  • Rose, J. (2006). Independent review of the teaching of early reading: Final report. Retrieved from http://www.standards.dfes.gov.uk/rosereview

  • Routman, R. (2014). Read, write, lead: Breakthrough strategies for schoolwide literacy success. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

    Google Scholar 

  • Rowe, K. (2005). Teaching reading: Report and recommendations of the National Inquiry into the teaching of literacy. Canberra, Australia: Department of Education, Science and Technology.

    Google Scholar 

  • Rutter, M., Maughan, B., Mortimore, P., & Ouston, J. (1979). Fifteen thousand hours: Secondary schools and effects on children. Boston, MA: Harvard University Press.

    Google Scholar 

  • Schwarz, A. & Brauckmann, S. (2015). Between facts and perceptions: The area close to school as a context factor in school leadership, Schumpter Discussion Papers, 2015(3), Schumpter School of Business and Economics, University of Wuppertal, Germany.

    Google Scholar 

  • Seashore-Louis, K., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Learning from leadership. Investigating the links to improved student learning. Final report of research to Wallace Foundation. Minneapolis, MN: University of Minnesota.

    Google Scholar 

  • Sergiovanni, T. L. (1987). The change process: Management and leadership for school improvement. The principalship: A reflective practice perspective (pp. 276–294).

    Google Scholar 

  • Sergiovanni, T. J. (1991). The principalship – A reflective practice perspective (3rd ed.). Boston, MA: Allyn and Bacon.

    Google Scholar 

  • Sergiovanni, T. (1992). Moral leadership: Getting to the heart of school improvement. New York, NY: Jossey Bass.

    Book  Google Scholar 

  • Shields, C. (2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46(4), 558–589.

    Article  Google Scholar 

  • Silins, H. (1994). The relationship between transformational and transactional leadership and school improvement outcomes. School Effectiveness and School Improvement, 5(3), p272–p298.

    Article  Google Scholar 

  • Sleeter, C. (Ed.). (2011). Professional development for culturally responsive and relationship-based pedagogy (1st ed.). New York, NY: Peter Lang Publishing.

    Google Scholar 

  • Smith, G. H. (2003). Kaupapa Māori theory: Transforming indigenous transformation of education and schooling. Kaupapa Māori Symposium, New Zealand Association for Research in Education/Australian Association for Research in Education Conference, Auckland.

    Google Scholar 

  • Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous peoples. London, UK: Zed Books.

    Google Scholar 

  • Southworth, G. (2005). School leadership and system leadership. The Educational Forum, 69(2), 212–220.

    Article  Google Scholar 

  • Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30, 23–28.

    Article  Google Scholar 

  • Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36, 3–34.

    Article  Google Scholar 

  • Starratt, R. (2001). Democratic leadership theory in late modernity: An oxymoron or ironic possibility? In P. Begley & O. Johansson (Eds.), The ethical dimensions of school leadership (pp. 12–31). Boston, MA: Kluwer.

    Google Scholar 

  • Starratt, R. J. (2004). Ethical leadership. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Teese, R., & Polesel, J. (2003). Undemocratic schooling: Equity and quality in mass secondary education in Australia. Carlton, Australia: Melbourne University Press.

    Google Scholar 

  • Townsend, T. (2016). Leading schools in the 21st century: Careful driving in the fast Lane. In G. Johnson & N. Dempster (Eds.), Leadership in diverse learning contexts (pp. 411–430). Cham, Switzerland: Springer.

    Chapter  Google Scholar 

  • Townsend, T. (2017). Sustainability and impact: A conversation with schools where the Principals as Literacy Leaders (PALL) program and the Reading BIG 6 have been used over three or more years. Victorian Principals Association, North Melbourne

    Google Scholar 

  • Townsend, T. (2018). Milestone report on 2017 data collection from the Tasmanian principals as literacy leaders (PALL) research (1st year of a three-year study) (unpublished report)

    Google Scholar 

  • Townsend, T., Dempster, N., Johnson, G., Bayetto, A. & Stevens, E. (2015a). Leadership with a purpose: A report on five case studies of Principals as Literacy Leaders (PALL) schools (Tasmania). Unpublished report. Brisbane, Queensland: Griffith Institute for Educational Research, Griffith University.

    Google Scholar 

  • Townsend, T., Wilkinson, J., & Stevens, E. (2015b). Leadership with a purpose: A report on four case studies of Principals as Literacy Leaders (PALL) schools (Victoria). Unpublished report. Brisbane, Queensland: Griffith Institute for Educational Research, Griffith University.

    Google Scholar 

  • Townsend, T., & MacBeath, J. (2011). The international handbook on leadership for learning. Dordrecht, The Netherlands: Springer.

    Book  Google Scholar 

  • Udahemuka, M. (2016). Signal loss: What we know about school performance. Wellington, New Zealand: The New Zealand Initiative.

    Google Scholar 

  • Waters, J. T., & Marzano, R. J. (2007). School District leadership that works: The effect of superintendent leadership on student achievement. ERS Spectrum, 25(2), 1–12.

    Google Scholar 

  • Weber, G. (1971). Inner City children can be taught to read: Four successful schools. Washington, DC: Council for Basic Education.

    Google Scholar 

  • Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council: Dallas, TX.

    Google Scholar 

  • Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership a review of the literature. Review of Educational Research, 87(1), 134–171.

    Article  Google Scholar 

  • Williams, Robert L (September 1972). The BITCH-100: A Culture-Specific Test. Paper presented at the American Psychological Association Annual Convention. Honolulu, Hawaii.

    Google Scholar 

  • Wink, J. (2011). Critical pedagogy: Notes from the real world (4th ed.). Upper Saddle River, NJ: Pearson.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Griffith Institute for Educational Research, Griffith University, Queensland, Australia

    Tony Townsend

  2. University of Tasmania, Hobart, Australia

    Tony Townsend

  3. Waikato University, Hamilton, New Zealand

    Mere Berryman

  4. Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia

    David Gurr & Lawrie Drysdale

Authors
  1. Tony Townsend
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mere Berryman
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. David Gurr
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Lawrie Drysdale
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tony Townsend .

Editor information

Editors and Affiliations

  1. Southampton Education School, University of Southampton, Southampton, UK

    James Hall

  2. Department of Education, University of Oxford, Oxford, UK

    Ariel Lindorff  & Pamela Sammons  & 

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Townsend, T., Berryman, M., Gurr, D., Drysdale, L. (2020). Leadership for Learning in Diverse Settings: School Leaders Setting the Agenda in Australia and New Zealand. In: Hall, J., Lindorff, A., Sammons, P. (eds) International Perspectives in Educational Effectiveness Research. Springer, Cham. https://doi.org/10.1007/978-3-030-44810-3_12

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-44810-3_12

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-44809-7

  • Online ISBN: 978-3-030-44810-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation