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020			_a9789400713505 _99789400713505
024	7		_a10.1007/9789400713505 _2doi
035			_avtls000366531
039		9	_a201509030703 _bVLOAD _c201405070428 _dVLOAD _y201402251338 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aLB43
100	1		_aTownsend, Tony. _eeditor. _9309194
245	1	0	_aInternational Handbook of Leadership for Learning / _cedited by Tony Townsend, John MacBeath.
264		1	_aDordrecht : _bSpringer Netherlands, _c2011.
300			_axv, 1344 páginas 67 ilustraciones _brecurso en línea.
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
490	0		_aSpringer International Handbooks of Education ; _v25
500			_aSpringer eBooks
505	0		_aPART ONE -- Preface -- SECTION 1: MAJOR THEMES IN LEADERSHIP FOR LEARNING: AN INTERNATIONAL PERSPECTIVE -- SECTION 2: THEORETICAL AND CONTEXTUAL FRAMEWORKS FOR LEADERSHIP FOR LEARNING -- SECTION 3: SYSTEM AND POLICY ISSUES ON LEADERSHIP FOR LEARNING -- SECTION 4: EDUCATING SCHOOL LEADERS FOR LEADERSHIP FOR LEARNING -- SECTION 5: IMPLEMENTING LEADERSHIP FOR LEARNING: THE ROLE OF THE SCHOOL LEADER -- SECTION 6: CHANGING HEARTS AND MINDS: BUILDING LEADERSHIP FOR LEARNING IN CURRENT SCHOOL LEADERS -- PART TWO -- SECTION 7: SPREADING THE TASK: INCLUDING OTHERS IN LEADERSHIP FOR LEARNING -- SECTION 8: FROM PEOPLE LEARNING TO ORGANISATIONAL LEARNING: BUILDING CAPACITY -- SECTION 9: RESPONDING TO DIVERSITY: DIFFERENT WAYS OF MOVING TOWARDS LEADERSHIP FOR LEARNING -- AFTERWORD -- Author Index -- Subject Index.
520			_aThe International Handbook of Leadership for Learning brings together chapters by distinguished authors from thirty-one countries in nine different regions of the world. The handbook contains nine sections that provide regional overviews; a consideration of theoretical and contextual aspects; system and policy approaches that promote leadership for learning with a focus on educating school leaders for learning and the role of the leader in supporting learning. It also considers the challenge of educating current leaders for this new perspective, and how leaders themselves can develop leadership for learning in others and in their organisations, especially in diverse contexts and situations. The final chapter considers what we now know about leadership for learning and looks at ways this might be further improved in the future. The book provides the reader with an understanding of the rich contextual nature of learning in schools and the role of school leaders and leadership development in promoting this. It concludes that the preposition ‘for’ between the two readily known and understood terms of ‘leadership’ and ‘learning’ changes everything as it foregrounds learning and complexifies, rather than simplifies, what that word may mean.  Whereas common terms such as ‘instructional leadership’ reduce learning to ‘outcomes’, leadership for learning embraces a much wider, developmental view of learning.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aMacBeath, John. _eeditor. _9353294
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9789400713499
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-94-007-1350-5 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c311870 _d311870