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dc.contributor.authorTownsend, Tony
dc.contributor.authorBayetto, Anne
dc.contributor.authorDempster, Neil
dc.contributor.authorJohnson, Greer
dc.contributor.authorStevens, Elizabeth
dc.date.accessioned2017-08-29T23:55:40Z
dc.date.available2017-08-29T23:55:40Z
dc.date.issued2018
dc.identifier.issn1570-0763
dc.identifier.doi10.1080/15700763.2016.1278245
dc.identifier.urihttp://hdl.handle.net/10072/344999
dc.description.abstractThis paper reports on Australian case study research in schools where principals completed the Principals as Literacy Leaders (PALL) program. The purpose was to gather data about the effects of PALL on principals’ leadership and the impact of interventions in Reading on teaching, student learning, and achievement. Data gathering included interviews with principals, leadership teams and teachers (parents in some schools), a student survey and examples, and reading progress data. Findings indicated that PALL had impacted positively on principals’ leadership and provided a framework to lead their teachers in ways that improved teaching practice, student engagement and learning.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto34
dc.relation.ispartofjournalLeadership and Policy in Schools
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSpecialist studies in education not elsewhere classified
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode390499
dc.subject.fieldofresearchcode3903
dc.titleLeadership with a Purpose: Nine Case Studies of Schools in Tasmania and Victoria Where the Principal Had Undertaken the Principals as Literacy Leaders (PALL) Program
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.rights.copyright© 2017 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Leadership and Policy in Schoolson 06 Feb 2017, available online: http://www.tandfonline.com/10.1080/15700763.2016.1278245
gro.hasfulltextFull Text
gro.griffith.authorDempster, Neil C.
gro.griffith.authorJohnson, Greer


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