26 SES 04 B, Quality, Context and Leadership
This study extends international case studies exploring the impact of Place on the work of principals. The project aims to compare the ways in which school leaders (principals) of small rural schools in three countries (Australia, Iceland, Bhutan) deal with the changing context of increasingly decentralised school systems. Research conducted in the International Study of Principal Preparation (www.ucalgary.ca/ispp) over the past decade indicates that leaders of small schools face challenges because of their remoteness, such as lack of access to professional learning opportunities, professional isolation, and teaching roles in addition to leadership roles as well as administrative responsibilities. High turnover of novice staff members is also a characteristic of small rural schools. Little research into the challenges faced by principals has been conducted in Iceland or Bhutan. Despite significantly different geographical locations, histories and cultures, the policy context for school organisation is similar in all three countries, with increasing devolution of responsibility for school management to the local level. This study seeks to compare the rural school principal experiences, to provide insight into the influence of Place on the opportunities available to principals and challenges they face in a decentralised school system.
Sigurðardottir SM & Sigþorsson R (2012) A head teacher’s leadership behaviour when developing the leadership capacity of a school. Icelandic Journal of Education 21(1), 9–28. Wildy H & Clarke S (2011) At the edge of the silent centre: An Australian principal’s reflections on leading an isolated school. In Cowie M (ed.) New Primary Leaders: International Perspectives. London: Continuum, pp. 19–30. Wildy H & Clarke S (2012) Leading a small remote school: In the face of a culture of acceptance. Education 3–13 Special Edition 40(1), 1–12. Wildy, H., Clarke, S., Styles, I. & Beycioglu, K. (2010). Preparing novice principals in Australia and Turkey: How similar are their needs? Educational Assessment, Evaluation and Accountability. 20(4), Wildy, H., Sigurðardóttir, S. M. & Faulkner, R. (in press). Leading the small rural school in Iceland and Australia: Building leadership capacity. Educational Management, Administration and Leadership.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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