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The influence of educational leadership in inviting schools in the United States of America

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dc.contributor.author Steyn, G.M.
dc.date.accessioned 2010-07-12T07:35:47Z
dc.date.available 2010-07-12T07:35:47Z
dc.date.issued 2005
dc.identifier.citation Steyn, G.M. 2005. 'The influence of educational leadership in inviting schools in the United States of America'. South African Journal of Education 25(1): 44–49 [http://www.sajournalofeducation.co.za] en
dc.identifier.issn 0256-0100
dc.identifier.uri http://www.sajournalofeducation.co.za
dc.identifier.uri http://hdl.handle.net/10500/3409
dc.description.abstract Recent conceptions of educational leadership demonstrate a move away from traditional authoritarian models of decision-making towards more collegial views on role relations between principals and their staff. Many educators maintain that Invitational Education (IE) represents one such conception by providing a structured, systematic educational delivery system and a strategy to create a school environment of caring, support and trust. This qualitative study looked at the role of principals and staff in four schools in the Scott County district and one school in Fayette County in Ken tucky and five schools in New Mexico in the United States of America. These schools were selected for investigation because they had been awarded the prestigious Inviting School Award from the International Alliance for Invitational Education en
dc.language.iso en en
dc.publisher Foundation for Education Science and Technology en
dc.relation.ispartofseries South African Journal of Education en
dc.relation.ispartofseries 25(1) en
dc.subject Invitation al Education en
dc.subject professional development en
dc.subject educational leadership en
dc.subject qualitative study en
dc.title The influence of educational leadership in inviting schools in the United States of America en
dc.type Article en


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