英国四个国家不同的教育领导制度?

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH School Leadership & Management Pub Date : 2021-03-15 DOI:10.1080/13632434.2021.1887644

P. Woods, D. Torrance, C. Donnelly, Tom Hamilton, K.O. Jones, I. Potter

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引用次数: 0

摘要

《学校领导与管理》特别版将于2021年出版，这一年带来了新的乐观情绪，但也面临着相当大的领导挑战。回顾英国四个不同国家(苏格兰、威尔士、英格兰和北爱尔兰)的教育领导力，反思每个系统的优势和挑战，并通过这一点，更好地了解英国内外的教育领导力系统如何更有效地满足年轻人及其社区的需求，这是一个合适的时机。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Diverging systems of educational leadership in the four nations of the United Kingdom?

This special edition of School Leadership and Management is published in 2021, a year which comes with renewed optimism but also considerable leadership challenges. It is an opportune time to review educational leadership across the four diverse nations of the UK (Scotland, Wales, England and Northern Ireland), to reflect on the strengths and challenges of each system and to gain through this, a better understanding of how systems of educational leadership within and beyond the UK may more effectively meet the needs of young people and their communities.

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来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

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.