Titlebook: Cultures of Educational Leadership; Global and Intercult Paul Miller Book 2017 The Editor(s) (if applicable) and The Author(s) 2017 educati

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Gender and Leadership in Brazilian, Singaporean and Spanish Secondary Schools: An In-depth Analysishigher in women than men; and (3) both distributed and instructional leadership styles have a positive effect on school climate and on principals’ job satisfaction. Implications and directions for future research are discussed.

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Policy Leadership, School Improvement and Staff Development in England, Tanzania and South Africa: d that school leaders were hugely in favour of collaborating with other leaders so that there could be mutual learning, regardless of the previous status of the schools. The key factors in the success of such collaborations were seen to be professional trust between the participants and the facilitation of the process by a third party.

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Book 2017ed approach to the examination of common issues across and between cultures and contexts. Each chapter examines an issue or a set of issues that builds on evidence from a minimum of three countries across at least two continents. The data collection methods are consistent for all countries and there

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Educational Leadership Among Women of Colour in United States, Canada, New Zealand, In their academic life, they ask: Is it possible that the limited number of women scholars of color in academia restricts the significant knowledge of women school leaders of color? Leadership for social justice is perceived here for its generative power, emanating from the women leaders of color who can break patterns of inequities.

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Cross-Cultural Stories of Practice from School Leaders,eal their stories of school leadership. Three sets of data from Australia, South Africa and Canada have been analysed with an emphasis on exposing the emergent themes, and bringing together a heightened level of understanding of, and empathy for school leadership across three countries.

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The experiences of women and crime,out leadership. Feminist critiques of leadership are set in a wider social context. In this chapter, the perspectives of women educational leaders are explored within the wider ‘social justice leadership’ perspective. Internationally, social justice leadership represents a major theme within policy,

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Modern theories and female criminality,he challenge of being students of color and later academicians, the authors reflect on their research agenda focusing on the knowledge, wisdom, and potential of women of color in educational leadership. Connections with their research relate to the improvement of children, families, and communities.

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