School Leadership in the Context of Standards-Based Reform : International Perspectives

"Although standards-based reform emerged in the United States and the United Kingdom, the idea has spread across the world, as an approach to systemic reform. It might appear that there is a world-wide "tsunami" of standards-based reform that will standardize and homogenize the educational system across the globe. This volume makes it very clear, however, that there is no one approach to standards-based reform and countries change - there is a danger in paying attention to its evolution and impact in only one context. That's what makes this volume so valuable. Louis Volante has drawn together descriptions from a wide range of countries, all involved in large-scale reform and using standards and assessments as part of their process. What becomes very obvious is that the language may be the same but the words reflect different contexts and can represent very different ideals, values, and processes. I'm sure you will find this book as interesting and challenging as I have - a gem that pushes your thinking and does not allow readers to remain neutral." (Lorna Earl) Front Matter....Pages 1-1 Front Matter....Pages 1-1 Educational Reform, Standards, and School Leadership....Pages 3-17 Front Matter....Pages 19-19 Responsibility in a High-Accountability System: Leading Schools in England....Pages 21-39 Instructional Leadership in the Era of No Child Left Behind: Perspectives from the United States....Pages 41-67 Educational Leadership in the Context of Low-Stakes Accountability: The Canadian Perspective....Pages 69-93 Pathways of Educational Leadership: Monitoring and Developing Skill Levels Among Educational Leaders in Australia....Pages 95-120 The Shape and Shaping of School Leadership in Aotearoa New Zealand....Pages 121-146 Policy and Practice in Swedish Education, Assessment, and School Leadership....Pages 147-172 Standardization, Deregulation, and School Administration Reform in Japan....Pages 173-195 School Leadership, Accountability, and Assessment Reform in Hong Kong....Pages 197-228 Leadership in Qatar’s Educational Reform....Pages 229-246 Front Matter....Pages 247-247 Thoughts on School Leadership Policy, Practice, and Future Inquiry....Pages 249-259 Back Matter....Pages 253-253 Part 1. INTRODUCTION -- Educational reform, standards, and school leadership -- -- Part 2. INTERNATIONAL PERSPECTIVES -- Responsibility in a high-accountability system: leading schools in England -- Instructional leadership in the era of no child left behind: perspectives from the United States -- Educational leadership in the context of low-stakes accountability: the Canadian perspective -- Pathways of educational leadership: monitoring and developing skill levels among educational leaders in Australia -- The shape and shaping of school leadership in Aotearoa New Zealand -- Policy and practice in Swedish education, assessment, and school leadership -- Standardization, deregulation, and school administration reform in Japan -- School leadership, accountability, and assessment reform in Hong Kong -- Leadership in Qatar's educational reform -- -- Part 3. Conclusion -- Thoughts on school leadership policy, practice, and future inquiry.