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Building An Ethical School: A Practical Response To The Moral Crisis In Schools

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Ask a librarian. Urban and Charles A. Aboriginal, Torres Strait Islander and other First Nations people are advised that this catalogue contains names, recordings and images of deceased people and other content that may be culturally sensitive. Book , Online - Google Books. Moral education -- United States. The emotional ecology of school improvement culture: Charged meanings and common moral purpose. Journal of Educational Administration, 56 5 , pp. Dove, A. ESL coteaching and collaboration: Opportunities to develop teacher leadership and enhance student learning. Duke, D.

The challenges of educational change. New York: Pearson.

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Efron, B. Better bootstrap confidence intervals. Journal of the American Statistical Association, 82 , pp. Fullan, M. The new meaning of educational change. Goddard, R. A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American Journal of Education, 4 , pp.

Gruenert, S. School culture rewired: How to define, assess, and transform it. Hair, J. Multivariate data analysis. Hallinger, P. A study of successful practices in the IB program continuum. Hong Kong: Asia Pacific center for leadership and change. Hargreaves, A. Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 42 1 , pp. Harris, A. Teacher leadership as distributed leadership: Heresy, fantasy or possibility?.

Leading change in schools in difficulty. Journal of Educational Change, 7 1—2 , pp. Heck, R. Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American Educational Research Journal, 46 3 , pp. Hipp, K. Sustaining professional learning communities: Case studies. Journal of Educational Change, 9 2 , pp. Ho, D. Exploring the relationship between school-Level teacher qualifications and teachers' perceptions of school-based professional learning community practices. Teaching and Teacher Education, 54, pp. Hollingworth, L. Initiating conversations and opening doors: How principals establish a positive building culture to sustain school improvement efforts.

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Honig, M. District central offices as learning organizations: How sociocultural and organizational learning theories elaborate district central office administrators' participation in teaching and learning improvement efforts. Hord, S. Professional learning communities: Communities of continuous inquiry and improvement. Texas: Southwest Educational Development Laboratory. Hoy, W. Organizational climate and culture: A conceptual analysis of the school workplace.

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The emerging landscape of school-based professional learning communities PLCs in South Korean schools. Asia Pacific Journal of Education, 36 2 , pp. Local education authorities and student learning: The effects of policies and practices. School Effectiveness and School Improvement, 23, pp. Group dominance, faultline, intragroup conflict, and professional learning community. Singapore: NIE. Lee, V. Educational equity and school structure: School size, school overcrowding, and alternative organizational structures. Social support and achievement for young adolescents in Chicago: The role of school academic press.

American Educational Research Journal, 36, pp. What leadership practices are associated with International Baccalaureate IB student achievement? An exploratory study of IB schools in Southeast Asia. Peabody Journal of Education, 93 5 , pp. Leithwood, K. Leadership development on a large scale: Lessons for long-term success. Thousand Oaks, CA: Corwin. Transformational leadership: How principals can help reform school cultures. School Effectiveness and School Improvement, 1 4 , pp.

Principal and teacher leadership effects: A replication. Lin, W. Linking network learning capacity NLC to professional community and organizational learning. Journal of Educational Administration, 56 6 , pp. Little, J. Locating learning in teachers' communities of practice: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18, pp. Lomos, C. Professional communities and student achievement - a meta-analysis.