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Characteristics of high performing school systems in Ontario. Part 2, Technical report

Author: Kenneth Leithwood; Ontario. Institue for Education Leadership.
Publisher: Toronto, Ont. : Ontario's Institute for Education Leadership, [2011]
Series: desLibris., Documents collection.
Edition/Format:   eBook : Document : State or province government publication : EnglishView all editions and formats
Summary:
Among the many important influences on the improvement of student learning, neither researchers nor policy makers, historically, have awarded districts or school systems much respect. Current preoccupations with large-scale reform (for example, England's Primary Strategies, the U.S. No Child Left Behind legislation, Saskatchewan's SchoolPlus Inititiative, Alberta's province-wide Initiative for School Improvement  Read more...
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Details

Genre/Form: Electronic books
Material Type: Document, Government publication, State or province government publication, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Kenneth Leithwood; Ontario. Institue for Education Leadership.
OCLC Number: 772689514
Language Note: In English and French.
Notes: "June, 2011."
Description: 1 online resource (102 pages)
Contents: 1. Introduction. Background; Framework; Research methods --
2. Results of testing system effects. Reliability of measures; Current status of school system characteristics; School system effects on student achievement; System leader effects on system characteristics; Summary of quantitative results --
3. Results of cross-case analyses. Core processes; Supporting conditions; Leadership; Relationships; Differences among the school systems --
4. Nipissing Parry Sounc Catholic District School Board --
6. Conseil des écoles catholiques du Centre- Est --
7. Conclusion --
References.
Series Title: desLibris., Documents collection.
Other Titles: Technical report
Responsibility: Kenneth Leithwood.
More information:

Abstract:

Among the many important influences on the improvement of student learning, neither researchers nor policy makers, historically, have awarded districts or school systems much respect. Current preoccupations with large-scale reform (for example, England's Primary Strategies, the U.S. No Child Left Behind legislation, Saskatchewan's SchoolPlus Inititiative, Alberta's province-wide Initiative for School Improvement (AISI), and Ontario's sustained literacy strategy), however, have prompted a rethinking of this neglect.

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