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dc.contributor.authorThomas, Sueen_US
dc.contributor.editorStephen J. Ballen_US
dc.date.accessioned2017-05-03T11:55:45Z
dc.date.available2017-05-03T11:55:45Z
dc.date.issued2008en_US
dc.date.modified2010-01-12T06:53:44Z
dc.identifier.issn02680939en_US
dc.identifier.doi10.1080/02680930801923807en_AU
dc.identifier.urihttp://hdl.handle.net/10072/26201
dc.description.abstractThis article is situated in the context of recent policies for teacher quality in Australia. Discourses on quality have crossed many domains of public policy, including education. A feature of these discourses has been an emphasis on improving teacher quality and raising professional standards. The article uses critical discourse analysis to explore the implications of quality discourses for educational leadership. In so doing, it analyses how recent educational policies construct discourses on quality and professional standards, discourses which position educational leaders in particular - often contradictory - ways. Such positionings offer different ways of understanding leaders and how best they might lead for quality. The article concludes by raising questions about quality and leadership, questions that highlight the need to rethink educational leadership within a quality policy framework.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent95990 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherTaylor & Francisen_US
dc.publisher.placeLondonen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom323en_US
dc.relation.ispartofpageto334en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalJournal of Education Policyen_US
dc.relation.ispartofvolume23en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330104en_US
dc.titleLeading for quality: questions about quality and leadership in Australiaen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2008 Taylor & Francis. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher.Please refer to the journal link for access to the definitive, published version.en_AU
gro.date.issued2008
gro.hasfulltextFull Text


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