{"title":"培养教师领导力：变革性专业发展模式的证据","authors":"Norma Ghamrawi, Tarek Shal, Najah A.R. Ghamrawi","doi":"10.1080/13632434.2024.2328056","DOIUrl":null,"url":null,"abstract":"This study delves into the transformative impact of a professional development model (PDM) across three affiliated private schools in Beirut, Lebanon, spanning three years, with a primary focus on ...","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"24 1","pages":""},"PeriodicalIF":2.8000,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Cultivating teacher leadership: evidence form a transformative professional development model\",\"authors\":\"Norma Ghamrawi, Tarek Shal, Najah A.R. Ghamrawi\",\"doi\":\"10.1080/13632434.2024.2328056\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study delves into the transformative impact of a professional development model (PDM) across three affiliated private schools in Beirut, Lebanon, spanning three years, with a primary focus on ...\",\"PeriodicalId\":47255,\"journal\":{\"name\":\"School Leadership & Management\",\"volume\":\"24 1\",\"pages\":\"\"},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2024-03-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"School Leadership & Management\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13632434.2024.2328056\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Leadership & Management","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13632434.2024.2328056","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Cultivating teacher leadership: evidence form a transformative professional development model
This study delves into the transformative impact of a professional development model (PDM) across three affiliated private schools in Beirut, Lebanon, spanning three years, with a primary focus on ...
期刊介绍：
School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.
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