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Leadership Practices For Accountable Schools

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Second International Handbook of Educational Leadership and Administration

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 8))

Abstract

Reflecting the prevailing sentiment of the public-at-large, governments in many parts of the world show little patience for the usual pace of educational change. One of the primary reasons for this impatience is the largely uncontested link, in the minds of many policy makers, between a globally competitive national economy and the quality of a nation’s schools. As one major consequence of this impatience, governments routinely eschew small scale trials, pilot studies, and research and evaluation of their preferred policy initiatives, choosing instead to move more or less immediately to large-scale implementation (Hanushek, 1996).

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Authors and Affiliations

  1. OISE/University of Toronto, Canada

    Kenneth Leithwood, Doris Jantzi & Rosanne Steinbach

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  1. Kenneth Leithwood
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  2. Doris Jantzi
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  3. Rosanne Steinbach
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Editor information

Editors and Affiliations

  1. Ontario Institute for Studies in Education, University of Toronto, Canada

    Kenneth Leithwood

  2. College of Management, Mahidol University, Bangkok, Thailand

    Philip Hallinger

  3. Washington State University, Pullman, Washington, USA

    Gail C. Furman

  4. Institute of Education, University of London, UK

    Kathryn Riley

  5. Faculty of Education, University of Cambridge, UK

    John MacBeath

  6. Faculty of Education, Monash University, Melbourne, Australia

    Peter Gronn

  7. University of Tasmania, Launceston, Australia

    Bill Mulford

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Leithwood, K., Jantzi, D., Steinbach, R. (2002). Leadership Practices For Accountable Schools. In: Leithwood, K., et al. Second International Handbook of Educational Leadership and Administration. Springer International Handbooks of Education, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0375-9_29

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  • DOI: https://doi.org/10.1007/978-94-010-0375-9_29

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