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dc.contributor.authorJorgensen, Robynen_US
dc.contributor.authorWalsh, Lynneen_US
dc.contributor.authorNiesche, Richarden_US
dc.date.accessioned2017-05-03T15:28:55Z
dc.date.available2017-05-03T15:28:55Z
dc.date.issued2009en_US
dc.date.modified2010-08-05T07:17:01Z
dc.identifier.issn13603124en_US
dc.identifier.doi10.1080/13603120802485094en_AU
dc.identifier.urihttp://hdl.handle.net/10072/31389
dc.description.abstractReforming schools is a challenging aspect of contemporary education. The role of leadership within reform agendas is critical. This article presents a case study of one school that has been highly successful in the implementation of this reform. The processes employed by the school at various levels demonstrate the ways in which effective leadership enabled successful reform to be embraced by the school teams. In this school a model of devolved leadership enabled the reform to be successful at multiple levels of school implementation. This successful model has implications for school reform and funding models.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom115en_US
dc.relation.ispartofpageto133en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalInternational Journal of Leadership in Educationen_US
dc.relation.ispartofvolume12en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleReforming schools: A case study of New Basics in a primary schoolen_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.date.issued2009
gro.hasfulltextNo Full Text


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