Principalship in Austria: balancing accountability and improvement
Аутори
Wiesner, ChristianSchratz, Michael
Остала ауторства
Ševkušić, SlavicaMalinić, Dušica
Teodorović, Jelena
Поглавље у монографији (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
The Austrian school system has historically been characterized as highly
bureaucratic and strongly regulated. Several policy approaches have been made to
counteract the numerous parallel structures and too little congruence in task-orientation
and responsibility. A shift towards more school-based innovation has initiated
a slow movement towards more decentralization and deregulation, but principals
are still confronted with restricted autonomy, which makes it difficult for them
to empower their faculty for collective action. The introduction of national testing
has led to some incremental changes. However, deep-rooted cultural mechanisms
continue to successfully promote decentralization and stability as the most highly
valued sources of educational quality. Austria’s participation in international projects
has given a lift to mobilizing research potential on school leadership. Recently,
the transformation of school governance has become a major focus of educational
reform, ...which has stimulated various investigations to explore and evaluate various
national strategies of school governance with respect to their contribution to quality
development of the school system. Research focuses on the role of principals as
change agents, for example in evidence-based measures such as standardized testing
or school inspection as an external evaluation.
Кључне речи:
leadership development / system transformation / FieldTransFormation360 / leadership for learning / leadership cultureИзвор:
Leadership in education : Initiatives and trends in selected European countries, 2019, 11-30Издавач:
- Belgrade : Institute for Educational Research
- Jagodina : Faculty of Education, University of Kragujevac
- Szeged : Hungarian-Netherlands School of Educational Management, University of Szeged
Напомена:
- Collection name: “PEDAGOGICAL THEORY AND PRACTICE” 49
Колекције
Институција/група
IPITY - CHAP AU - Wiesner, Christian AU - Schratz, Michael PY - 2019 UR - http://ipir.ipisr.org.rs/handle/123456789/685 AB - The Austrian school system has historically been characterized as highly bureaucratic and strongly regulated. Several policy approaches have been made to counteract the numerous parallel structures and too little congruence in task-orientation and responsibility. A shift towards more school-based innovation has initiated a slow movement towards more decentralization and deregulation, but principals are still confronted with restricted autonomy, which makes it difficult for them to empower their faculty for collective action. The introduction of national testing has led to some incremental changes. However, deep-rooted cultural mechanisms continue to successfully promote decentralization and stability as the most highly valued sources of educational quality. Austria’s participation in international projects has given a lift to mobilizing research potential on school leadership. Recently, the transformation of school governance has become a major focus of educational reform, which has stimulated various investigations to explore and evaluate various national strategies of school governance with respect to their contribution to quality development of the school system. Research focuses on the role of principals as change agents, for example in evidence-based measures such as standardized testing or school inspection as an external evaluation. PB - Belgrade : Institute for Educational Research PB - Jagodina : Faculty of Education, University of Kragujevac PB - Szeged : Hungarian-Netherlands School of Educational Management, University of Szeged T2 - Leadership in education : Initiatives and trends in selected European countries T1 - Principalship in Austria: balancing accountability and improvement EP - 30 SP - 11 UR - https://hdl.handle.net/21.15107/rcub_ipir_685 ER -
@inbook{ author = "Wiesner, Christian and Schratz, Michael", year = "2019", abstract = "The Austrian school system has historically been characterized as highly bureaucratic and strongly regulated. Several policy approaches have been made to counteract the numerous parallel structures and too little congruence in task-orientation and responsibility. A shift towards more school-based innovation has initiated a slow movement towards more decentralization and deregulation, but principals are still confronted with restricted autonomy, which makes it difficult for them to empower their faculty for collective action. The introduction of national testing has led to some incremental changes. However, deep-rooted cultural mechanisms continue to successfully promote decentralization and stability as the most highly valued sources of educational quality. Austria’s participation in international projects has given a lift to mobilizing research potential on school leadership. Recently, the transformation of school governance has become a major focus of educational reform, which has stimulated various investigations to explore and evaluate various national strategies of school governance with respect to their contribution to quality development of the school system. Research focuses on the role of principals as change agents, for example in evidence-based measures such as standardized testing or school inspection as an external evaluation.", publisher = "Belgrade : Institute for Educational Research, Jagodina : Faculty of Education, University of Kragujevac, Szeged : Hungarian-Netherlands School of Educational Management, University of Szeged", journal = "Leadership in education : Initiatives and trends in selected European countries", booktitle = "Principalship in Austria: balancing accountability and improvement", pages = "30-11", url = "https://hdl.handle.net/21.15107/rcub_ipir_685" }
Wiesner, C.,& Schratz, M.. (2019). Principalship in Austria: balancing accountability and improvement. in Leadership in education : Initiatives and trends in selected European countries Belgrade : Institute for Educational Research., 11-30. https://hdl.handle.net/21.15107/rcub_ipir_685
Wiesner C, Schratz M. Principalship in Austria: balancing accountability and improvement. in Leadership in education : Initiatives and trends in selected European countries. 2019;:11-30. https://hdl.handle.net/21.15107/rcub_ipir_685 .
Wiesner, Christian, Schratz, Michael, "Principalship in Austria: balancing accountability and improvement" in Leadership in education : Initiatives and trends in selected European countries (2019):11-30, https://hdl.handle.net/21.15107/rcub_ipir_685 .