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008			170401s2017 gw | s |||| 0|eng d
020			_a9783319542980 _9978-3-319-54298-0
024	7		_a10.1007/978-3-319-54298-0 _2doi
050		4	_aLB2801-3095
072		7	_aEDU001000 _2bisacsh
072		7	_aJNK _2bicssc
082	0	4	_a371.2 _223
100	1		_aDempster, Neil. _eauthor.
245	1	0	_aLeadership and Literacy _h[electronic resource] : _bPrincipals, Partnerships and Pathways to Improvement / _cby Neil Dempster, Tony Townsend, Greer Johnson, Anne Bayetto, Susan Lovett, Elizabeth Stevens.
264		1	_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2017.
300			_aXXIII, 209 p. 31 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aLeadership and Literacy: Principals, Partnerships and Pathways to Improvement; Neil Dempster, Tony Townsend, Greer Johnson, Anne Bayetto, Susan Lovett and Elizabeth Stevens -- Acknowledgements -- About the Authors -- Introduction -- 1. Leadership for Learning Research -- 2. The PALL Approach -- 3. Using Disciplined Dialogue and Evidence to Build a Strong Moral Purpose -- 4. A Focus on Curriculum and Pedagogy -- 5. Shared Leadership -- 6. Professional Learning for both Leaders and Teachers -- 7. Establishing Positive Conditions for Learning -- 8. Schools Finding Alternative Ways to Engage Families and Communities in Children's Learning -- 9. PALL and Student Learning -- 10. Looking Back to Look Forward -- References. .
520			_aThis book focuses on what school leaders need to know and understand about leadership for learning, and for learning to read in particular. It brings together theory, research and practice on leadership for literacy. The book reports on the findings from six studies that followed school principals from their involvement in a professional learning program consisting of five modules on leadership and the teaching of reading, to implementation action in their schools. It describes how they applied a range of strategies to create leadership partnerships with their teachers, pursuing eight related dimensions from a Leadership for Learning framework or blueprint. The early chapters of the book feature the use of practical tools as a focus for leadership activity. These chapters consider, for example, how principals and teachers can develop deeper understandings of their schools' contexts; how professional discussions can be conducted with a process called 'disciplined dialogue'; and how principals might encourage approaches to shared leadership with their teachers. The overall findings presented in this book emphasise five positive positions on leadership for learning to read: the importance of an agreed moral purpose; sharing leadership for improvement; understanding what learning to read involves; implementing and evaluating reading interventions; and recognising the need for support for leaders' learning on-the-job.
650		0	_aEducation.
650		0	_aSchool management and organization.
650		0	_aSchool administration.
650		0	_aLiteracy.
650	1	4	_aEducation.
650	2	4	_aAdministration, Organization and Leadership.
650	2	4	_aLiteracy.
650	2	4	_aLearning & Instruction.
700	1		_aTownsend, Tony. _eauthor.
700	1		_aJohnson, Greer. _eauthor.
700	1		_aBayetto, Anne. _eauthor.
700	1		_aLovett, Susan. _eauthor.
700	1		_aStevens, Elizabeth. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9783319542973
856	4	0	_3e-book _zFull-text access _uhttps://ezproxy.mef.edu.tr/login?url=https://dx.doi.org/10.1007/978-3-319-54298-0
912			_aZDB-2-EDA
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999			_aLB2801 -3095 _wLC _c24399 _i1419990-1001 _lNATURE _mMEF-EBOOK _rY _sY _tEBOOK _u11/9/2018 _xSATIN _0ENGLISH _1KÜTÜPHANE _2SPR-EDUCAT _d24399
003			KOHA