Abstract The purpose of this research study was to explore the integration of indigenous knowledge and cultural practices in Early Childhood Care and Education (ECCE) programmes in Addis Ababa, Ethiopia. Vygotsky’s (1986) sociocultural theory in combination with Yosso’s (2005) community cultural wealth theory served as the conceptual as well as the methodological framework advising the components of this research. This qualitative case study invited perspectives from local parents, teachers, directors, a university faculty member, and administrative personnel from the Ministry of Education in Ethiopia. Major findings uncovered that language, the Ethiopian alphabet (fidel), traditions and cultural practices passed down from generation to generation, were seen as part of Ethiopia’s larger indigenous knowledge system. The value of using indigenous knowledge, including the extent of integration of cultural practices as measured through use of native language, curriculum and educational philosophy, revealed distinct language preferences (Amharic or English) based on school, personal wants and population demographics.
{"title":"Indigenous knowledge and early childhood care and education in Ethiopia","authors":"Hawani Negussie, C. Slater","doi":"10.21307/JELPP-2018-009","DOIUrl":"https://doi.org/10.21307/JELPP-2018-009","url":null,"abstract":"Abstract The purpose of this research study was to explore the integration of indigenous knowledge and cultural practices in Early Childhood Care and Education (ECCE) programmes in Addis Ababa, Ethiopia. Vygotsky’s (1986) sociocultural theory in combination with Yosso’s (2005) community cultural wealth theory served as the conceptual as well as the methodological framework advising the components of this research. This qualitative case study invited perspectives from local parents, teachers, directors, a university faculty member, and administrative personnel from the Ministry of Education in Ethiopia. Major findings uncovered that language, the Ethiopian alphabet (fidel), traditions and cultural practices passed down from generation to generation, were seen as part of Ethiopia’s larger indigenous knowledge system. The value of using indigenous knowledge, including the extent of integration of cultural practices as measured through use of native language, curriculum and educational philosophy, revealed distinct language preferences (Amharic or English) based on school, personal wants and population demographics.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"33 1","pages":"4 - 16"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49138645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The literature on instructional leadership consistently assigns this role to school principals whilst indicating that it can be spread amongst others. Recently the spotlight has moved to middle leadership involving a focus on classrooms through direct instructional leadership. The purpose of this study was to add to a small but growing body of literature that centres on middle-level leadership in schools. The research aims were to conceptualise the nature of the direct form of instructional leadership that has been devolved to the middle leadership level; investigate perceptions of expectations held of middle leaders in schools; and investigate their perceived confidence in performing the role. An on-line survey of 185 primary and secondary school middle-level leaders confirmed strong agreement with the role expectations described in terms of a conceptual framework of direct instructional leadership. The results indicated that whilst overall confidence in performing these tasks was high, gaps existed between role expectations and performance confidence, with the function of “having difficult conversations” being the largest gap for both primary and secondary school middle-level leaders.
{"title":"Middle-level leaders as direct instructional leaders in New Zealand schools: A study of role expectations and performance confidence","authors":"C. Cardno, J. Robson, M. Bassett, Jo Howse","doi":"10.21307/jelpp-2018-011","DOIUrl":"https://doi.org/10.21307/jelpp-2018-011","url":null,"abstract":"Abstract The literature on instructional leadership consistently assigns this role to school principals whilst indicating that it can be spread amongst others. Recently the spotlight has moved to middle leadership involving a focus on classrooms through direct instructional leadership. The purpose of this study was to add to a small but growing body of literature that centres on middle-level leadership in schools. The research aims were to conceptualise the nature of the direct form of instructional leadership that has been devolved to the middle leadership level; investigate perceptions of expectations held of middle leaders in schools; and investigate their perceived confidence in performing the role. An on-line survey of 185 primary and secondary school middle-level leaders confirmed strong agreement with the role expectations described in terms of a conceptual framework of direct instructional leadership. The results indicated that whilst overall confidence in performing these tasks was high, gaps existed between role expectations and performance confidence, with the function of “having difficult conversations” being the largest gap for both primary and secondary school middle-level leaders.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"33 1","pages":"32 - 47"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44693668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Torepe, A. Macfarlane, Sonja Macfarlane, J. Fletcher, R. Manning
Abstract Leading schools in Aotearoa New Zealand is a critical role. In a bicultural country, a key aspect of this role is developing a school ethos where culturally responsive practices are strongly embedded. Frequently, this is considered in light of the tamariki and rangatahi and their whānau within the wider school community. However, an area where there is a dearth of research is the experiences of Māori teachers working in mainstream schooling. This article focuses on the lived realities of six Māori teachers who completed a graduate qualification in immersion and bilingual teaching in Māori, and returned to their respective schools. The research consisted of the collection and analysis of a detailed written questionnaire and semi-structured interviews with the Māori teachers. The research found that the additional professional and cultural tasks and responsibilities that this group of Māori teachers undertook often went unrecognised financially or otherwise by their employers and fellow colleagues. These Māori teachers felt they were “culturally obliged” to tautoko the students they serve and to support their schools’ respective Māori communities.
{"title":"Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers","authors":"T. Torepe, A. Macfarlane, Sonja Macfarlane, J. Fletcher, R. Manning","doi":"10.21307/JELPP-2018-012","DOIUrl":"https://doi.org/10.21307/JELPP-2018-012","url":null,"abstract":"Abstract Leading schools in Aotearoa New Zealand is a critical role. In a bicultural country, a key aspect of this role is developing a school ethos where culturally responsive practices are strongly embedded. Frequently, this is considered in light of the tamariki and rangatahi and their whānau within the wider school community. However, an area where there is a dearth of research is the experiences of Māori teachers working in mainstream schooling. This article focuses on the lived realities of six Māori teachers who completed a graduate qualification in immersion and bilingual teaching in Māori, and returned to their respective schools. The research consisted of the collection and analysis of a detailed written questionnaire and semi-structured interviews with the Māori teachers. The research found that the additional professional and cultural tasks and responsibilities that this group of Māori teachers undertook often went unrecognised financially or otherwise by their employers and fellow colleagues. These Māori teachers felt they were “culturally obliged” to tautoko the students they serve and to support their schools’ respective Māori communities.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"33 1","pages":"48 - 59"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47774075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Schools in New Zealand and parts of Australia are rapidly transitioning from traditional classrooms to coteaching in flexible learning spaces provisioned for 50 to 180 children and two to six teachers in a single space. In New Zealand, this transition is driven by the Ministry of Education who have specific guidelines for designing new schools and re-builds. School leaders and teachers must reconceptualise teaching and learning from private autonomous learning environments to co-teaching in shared learning spaces. This mixed methods study examined the views of 40 practitioners and leaders, experienced in coteaching contexts in New Zealand and Australian schools, to develop a greater understanding of the factors that contribute to effective co-teaching implementation. Not surprisingly, educators highlighted that shared beliefs about student centred pedagogy were pivotal to their co-teaching relationships. Beyond this central element, participants also identified a range of systems, tools, strategies and skills that enabled co-teaching to focus on and support student learning. The study provides insights of value to school leaders who are faced with the challenges of implementing flexible learning spaces, and leading school change in this area.
{"title":"What do teachers and leaders have to say about co-teaching in flexible learning spaces?","authors":"J. Mackey, N. O’Reilly, J. Fletcher, C. Jansen","doi":"10.21307/jelpp-2017-009","DOIUrl":"https://doi.org/10.21307/jelpp-2017-009","url":null,"abstract":"Abstract Schools in New Zealand and parts of Australia are rapidly transitioning from traditional classrooms to coteaching in flexible learning spaces provisioned for 50 to 180 children and two to six teachers in a single space. In New Zealand, this transition is driven by the Ministry of Education who have specific guidelines for designing new schools and re-builds. School leaders and teachers must reconceptualise teaching and learning from private autonomous learning environments to co-teaching in shared learning spaces. This mixed methods study examined the views of 40 practitioners and leaders, experienced in coteaching contexts in New Zealand and Australian schools, to develop a greater understanding of the factors that contribute to effective co-teaching implementation. Not surprisingly, educators highlighted that shared beliefs about student centred pedagogy were pivotal to their co-teaching relationships. Beyond this central element, participants also identified a range of systems, tools, strategies and skills that enabled co-teaching to focus on and support student learning. The study provides insights of value to school leaders who are faced with the challenges of implementing flexible learning spaces, and leading school change in this area.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"33 1","pages":"97 - 110"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43722286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Distributed leadership that includes democratic practices can open spaces for children and their families to share their knowledge and skills and participate in everyday early childhood leadership activity. Drawing on the findings of a Masters thesis this article discusses how one kindergarten’s exploration of the local community has afforded insights into reframing leadership as an emerging social process whereby teachers, children and families are participants in an approach to leadership described as democratic leadership. Past leadership research has commonly focused on skills, traits and behaviours of people deemed leaders. Moving away from the primacy of the individual towards knowing leadership as an emergent phenomenon that exists between people incorporating multiple worldviews, elevates democratic principles such as collaboration and meaningful participation. Leadership-as-practice was used to analyse the ways in which excursions into the community have broadened teachers’ understandings of leadership and fostered more democratic and inclusive participation of children and families in the kindergarten programme. Utilising excursions within the local community as a mechanism to support a democratic form of leadership suggests that leadership can be perceived as arising from the collective work of people in everyday contexts. The value of extending the learning environment beyond the boundaries of the kindergarten, to engage with the local community, offers possibilities to make connections with the surrounding land, understand local stories, histories and cultural events. In this sense democratic leadership intersects with place-based education as children’s awareness of themselves as citizens of a community deepens. Inquiry as a form of participatory democracy was a key feature of decision-making in this study and provided a common purpose for community excursions while encouraging leadership opportunities.
{"title":"Widening the leadership story – moving beyond the individual","authors":"Linda Baxendine","doi":"10.21307/JELPP-2018-005","DOIUrl":"https://doi.org/10.21307/JELPP-2018-005","url":null,"abstract":"Abstract Distributed leadership that includes democratic practices can open spaces for children and their families to share their knowledge and skills and participate in everyday early childhood leadership activity. Drawing on the findings of a Masters thesis this article discusses how one kindergarten’s exploration of the local community has afforded insights into reframing leadership as an emerging social process whereby teachers, children and families are participants in an approach to leadership described as democratic leadership. Past leadership research has commonly focused on skills, traits and behaviours of people deemed leaders. Moving away from the primacy of the individual towards knowing leadership as an emergent phenomenon that exists between people incorporating multiple worldviews, elevates democratic principles such as collaboration and meaningful participation. Leadership-as-practice was used to analyse the ways in which excursions into the community have broadened teachers’ understandings of leadership and fostered more democratic and inclusive participation of children and families in the kindergarten programme. Utilising excursions within the local community as a mechanism to support a democratic form of leadership suggests that leadership can be perceived as arising from the collective work of people in everyday contexts. The value of extending the learning environment beyond the boundaries of the kindergarten, to engage with the local community, offers possibilities to make connections with the surrounding land, understand local stories, histories and cultural events. In this sense democratic leadership intersects with place-based education as children’s awareness of themselves as citizens of a community deepens. Inquiry as a form of participatory democracy was a key feature of decision-making in this study and provided a common purpose for community excursions while encouraging leadership opportunities.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"33 1","pages":"46 - 56"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46111038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Evidence of the extent to which school leaders and teachers embrace core professional values may, through dialogue, open up new avenues for school improvement. With this in mind, the focus of this article is the piloting of an online survey tool designed to identify how widely four such values are held in New Zealand schools. The pilot was commissioned by the Te Ariki Trust with the support of the New Zealand Educational Institute (NZEI), the New Zealand Principals’ Federation (NZPF) and the University of Canterbury. The tool is based on items which together, define four values underpinning the mission of the Te Ariki Trust, namely “Professional Discretion”, “Collegial Obligation”, “Reflective Inquiry and Discourse” and “Evidencebased Professional Practice”. An analysis of one school’s responses to such a survey tool is one way to gauge evidence of collective commitment, the strength of collegial relationships and trust, with the realisation that knowing how to collect and reflect on data matters if important decisions are to be well informed. The article draws upon research and scholarly writing to explain the four values, describe the development of the tool and its pilot study and suggest what the results might offer for dialogue using the findings from a sample school whose staff members completed the instrument. Suggested changes to the instrument and its use conclude the article.
{"title":"Core professional values for school leaders and teachers: Piloting an online tool","authors":"S. Lovett","doi":"10.21307/JELPP-2018-014","DOIUrl":"https://doi.org/10.21307/JELPP-2018-014","url":null,"abstract":"Abstract Evidence of the extent to which school leaders and teachers embrace core professional values may, through dialogue, open up new avenues for school improvement. With this in mind, the focus of this article is the piloting of an online survey tool designed to identify how widely four such values are held in New Zealand schools. The pilot was commissioned by the Te Ariki Trust with the support of the New Zealand Educational Institute (NZEI), the New Zealand Principals’ Federation (NZPF) and the University of Canterbury. The tool is based on items which together, define four values underpinning the mission of the Te Ariki Trust, namely “Professional Discretion”, “Collegial Obligation”, “Reflective Inquiry and Discourse” and “Evidencebased Professional Practice”. An analysis of one school’s responses to such a survey tool is one way to gauge evidence of collective commitment, the strength of collegial relationships and trust, with the realisation that knowing how to collect and reflect on data matters if important decisions are to be well informed. The article draws upon research and scholarly writing to explain the four values, describe the development of the tool and its pilot study and suggest what the results might offer for dialogue using the findings from a sample school whose staff members completed the instrument. Suggested changes to the instrument and its use conclude the article.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"33 1","pages":"72 - 89"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42015480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Curriculum integration in secondary schools appears to be difficult to achieve in schools that are built on traditional models of single classrooms and a compartmentalised curriculum. The relatively insular nature of secondary school classrooms is, however, being upended in the design of new schools in New Zealand, which disrupt the single-cell classroom tradition. One principal of a new school labels this old model as the “paradigm of one”: a shorthand descriptor for the single-classroom, single-teacher, singleclass, single-subject, single assessment arrangements generally prevalent in such contexts. The aim of this principal and this new school is to provide responsive, connected, collaborative, and deep learning. This article outlines efforts of that secondary school to restructure the “structuring structures” usually underpinning secondary schools, and organise learning. To that end, staff have interrogated, pulled apart and reconstituted the national curriculum document to provide an integrated learning structure. In rethinking conventional views of curriculum implementation in a secondary school, the school has created an innovative “logic of practice”. I examine the thinking behind curriculum decision-making in this school and provide a glimpse of how this is played out in the first two years of its existence.
{"title":"Disrupting the “paradigm of one”: Restructuring structures to integrate learning in a modern learning environment","authors":"Noeline Wright","doi":"10.21307/jelpp-2017-005","DOIUrl":"https://doi.org/10.21307/jelpp-2017-005","url":null,"abstract":"Abstract Curriculum integration in secondary schools appears to be difficult to achieve in schools that are built on traditional models of single classrooms and a compartmentalised curriculum. The relatively insular nature of secondary school classrooms is, however, being upended in the design of new schools in New Zealand, which disrupt the single-cell classroom tradition. One principal of a new school labels this old model as the “paradigm of one”: a shorthand descriptor for the single-classroom, single-teacher, singleclass, single-subject, single assessment arrangements generally prevalent in such contexts. The aim of this principal and this new school is to provide responsive, connected, collaborative, and deep learning. This article outlines efforts of that secondary school to restructure the “structuring structures” usually underpinning secondary schools, and organise learning. To that end, staff have interrogated, pulled apart and reconstituted the national curriculum document to provide an integrated learning structure. In rethinking conventional views of curriculum implementation in a secondary school, the school has created an innovative “logic of practice”. I examine the thinking behind curriculum decision-making in this school and provide a glimpse of how this is played out in the first two years of its existence.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"32 1","pages":"48 - 61"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42554908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract There is an observable trend in a number of countries, of schools moving away from the traditional or industrial modes of school organisation and leaning towards what has become known as modern or innovative learning environments (MLEs or ILEs). This has created difficulties for educational leaders who have found the change problematic. This article addresses the need to develop an appropriate and comprehensive conceptual understanding of the ILEs in order to introduce a different learning model and environment. In this model the authors use the notion of architectures to describe the process of “building” the concept. They propose the development of learning, social, thinking, futures, organisational and physical architectures. The article is speculative, yet includes appropriate theorizing. It acknowledges that the notion of ILEs is new, and requires time to be refined and embedded in existing educational systems.
{"title":"Innovative learning environments: Beginning with the concept","authors":"Jeremy Kedian, J. West-Burnham","doi":"10.21307/jelpp-2017-002","DOIUrl":"https://doi.org/10.21307/jelpp-2017-002","url":null,"abstract":"Abstract There is an observable trend in a number of countries, of schools moving away from the traditional or industrial modes of school organisation and leaning towards what has become known as modern or innovative learning environments (MLEs or ILEs). This has created difficulties for educational leaders who have found the change problematic. This article addresses the need to develop an appropriate and comprehensive conceptual understanding of the ILEs in order to introduce a different learning model and environment. In this model the authors use the notion of architectures to describe the process of “building” the concept. They propose the development of learning, social, thinking, futures, organisational and physical architectures. The article is speculative, yet includes appropriate theorizing. It acknowledges that the notion of ILEs is new, and requires time to be refined and embedded in existing educational systems.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"32 1","pages":"7 - 21"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43036403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.21307/jelpp-2017-0016
Rachel Denee, K. Thornton
Abstract Leadership within the early childhood education (ECE) sector in New Zealand is both positionally assigned and a required practice of all teachers. Within this context, distributed leadership – where all team members have the opportunity to lead – is increasingly seen as an effective leadership model. This article reports on a study whose aim was to discover practices of effective positional leaders in facilitating distributed leadership. A nationwide survey was carried out in Aotearoa New Zealand to capture a picture of current perceptions of ECE teachers and positional leaders about distributed leadership for professional learning. Subsequently, leadership practices for distributed leadership in three previously-identified high quality ECE services were investigated through individual and group interviews. The analysis of literature, survey and interview findings from this study led to a framework of effective leadership practice, consisting of: mentoring and coaching; fostering relational trust; and creating vision and designing supportive structures.
{"title":"Effective leadership practices leading to distributed leadership","authors":"Rachel Denee, K. Thornton","doi":"10.21307/jelpp-2017-0016","DOIUrl":"https://doi.org/10.21307/jelpp-2017-0016","url":null,"abstract":"Abstract Leadership within the early childhood education (ECE) sector in New Zealand is both positionally assigned and a required practice of all teachers. Within this context, distributed leadership – where all team members have the opportunity to lead – is increasingly seen as an effective leadership model. This article reports on a study whose aim was to discover practices of effective positional leaders in facilitating distributed leadership. A nationwide survey was carried out in Aotearoa New Zealand to capture a picture of current perceptions of ECE teachers and positional leaders about distributed leadership for professional learning. Subsequently, leadership practices for distributed leadership in three previously-identified high quality ECE services were investigated through individual and group interviews. The analysis of literature, survey and interview findings from this study led to a framework of effective leadership practice, consisting of: mentoring and coaching; fostering relational trust; and creating vision and designing supportive structures.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"32 1","pages":"33 - 45"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47924219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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