ISBN:
9789400713352
Language:
English
Pages:
Online-Ressource (VIII, 200p. 4 illus, digital)
Series Statement:
Studies in Educational Leadership 14
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
DDC:
371.2
Keywords:
Education
;
Education
Abstract:
" The Mediterranean basin represents one of the most important ""hot spots"" of climate change in the world, with recent trends towards a hotter and drier climate being related to changes in atmospheric circulation patterns. Such changes can have significant impacts in the climate of this region but also on the natural environment and several socioeconomic activities. Among these patterns, the North Atlantic Oscillation (NAO) is one of the main forcing factors in the region with impact on extreme events such as droughts, severe precipitations or heat and cold waves, the availability of water resources, the ecological dynamics, the quality and quantity of crops, the migration and welfare of animal populations, the fisheries dynamics, the triggering of landslides and the air pollution and human health, among others. The aim of Hydrological, Socioeconomic and Ecological Impacts of the North Atlantic Oscillation in the Mediterranean Region, is to serve as an updated reference text that covers the wide range of evidences on the NAO impacts in the Mediterranean regions and from a multidisciplinary perspective. This volume constitutes a unique document to present the state of the art of the numerous studies undertaken on the hydrological, socioeconomic and ecological impact of the NAO, collecting the expertise of researchers from several complementary earth science fields (geography, hydrology, remote-sensing, climatology, agriculture, energy), but that have been lacking a common ground. "
Description / Table of Contents:
How School Principals Sustain Success over Time; Contents; Contributors; Chapter 1: Introduction to the International Successful School Principalship Project; 1.1 The First Phase, 2001-2002; 1.1.1 Results from the First Visit to the Schools; 1.2 Finding Successful School Principalship: Cross Nation Differences and Similarities; 1.3 From Divergence to Convergence?; 1.4 Successful School Principalship: Direct and Indirect Influences; 1.4.1 Setting Direction for the School; 1.4.2 Understanding and Developing People; 1.4.3 Designing and Managing Communities
Description / Table of Contents:
1.4.4 Managing the Teaching and Learning Programme1.4.5 Leading the Environments; 1.5 This Book; References; Chapter 2: Sustaining School and Leadership Success in Two Australian Schools; 2.1 Introduction; 2.2 Background; 2.3 Findings from the ISSPP; 2.4 Methodology; 2.5 Findings: Morang South Primary School and Jan Shrimpton; 2.5.1 School Profile; 2.5.2 Principal Profile; 2.5.3 Background: Previous Findings; 2.5.4 Changes Since the Last Visit; 2.5.5 Ability to Maintain or Improve Performance; 2.5.6 Reason for Sustainability; 2.5.7 Leadership Style; 2.5.8 Personal Characteristics
Description / Table of Contents:
2.5.9 Personal Educational Philosophy2.5.10 Relationship Building; 2.5.11 Interventions; 2.6 Findings: Port Phillip Specialist School and Bell Irlicht; 2.6.1 School Profile; 2.6.2 Principal Profile; 2.6.3 Background: Previous Findings; 2.6.4 Changes Since the Last Visit; 2.6.5 Ability to Maintain or Improve Performance; 2.6.6 Reasons for Sustainability; 2.6.7 Vision and Direction; 2.6.8 Leadership Style; 2.6.9 Personal Qualities; 2.6.10 Skill Set; 2.6.11 Strategic Interventions; 2.6.12 Attitude to Change; 2.7 Discussion; 2.7.1 Comparing the Two Cases; 2.7.2 Conceptual Model; 2.8 Summary
Description / Table of Contents:
ReferencesChapter 3: Danish Successful School Leadership - Revisited; 3.1 The Danish Project Schools; 3.2 The Danish Schooling System; 3.3 Recentralisation and Tightening of Organisational Couplings in the Danish Schools; 3.4 Leadership at the School Level; 3.5 School Leadership and the Collaboration with Different Interests Groups; 3.6 The Principals' Channels of Influence; 3.7 The Quality of Instruction in the Three Schools; 3.8 Now and Then: The Development in the Successful Schools; References; Chapter 4: Sustainable Improvement: The Significance of Ethos and Leadership; 4.1 Introduction
Description / Table of Contents:
4.2 Structural and Cultural Changes in the Context of Schooling4.3 Theoretical Framework; 4.4 Methodology; 4.5 Revisiting Ospelia Upper Secondary School; 4.5.1 Structural and Cultural Changes; 4.5.2 Criteria for the Good School; 4.5.3 Sustained Leadership Practices; 4.6 Revisiting Brage Compulsory School; 4.6.1 Structural and Cultural Changes; 4.6.2 Criteria for the Good School; 4.6.3 Positioning Himself as a Leader; 4.6.4 Sustained Leadership Practices; 4.7 Revisiting Furuheia Compulsory School; 4.7.1 Structural and Cultural Changes; 4.7.2 Criteria for the Good School
Description / Table of Contents:
4.7.3 Staging Himself as a Principal
Note:
Includes bibliographical references and index
DOI:
10.1007/978-94-007-1335-2
URL:
Volltext
(lizenzpflichtig)
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