This chapter provides a set of theoretically derived principles for school reform that can be employed by school leaders to guide their engagement with school improvement and change processes. The principles are empirically derived from theories of self-organization and complexity and tested over a 12-year period in a longitudinal school reform project. They show the way in which theory can provide a practical design metaphor for understanding and enacting change in schools.
|Title of host publication||International handbook of leadership for learning|
|Editors||Tony Townsend, John MacBeath|
|Place of Publication||Germany|
|Publisher||Springer-Verlag London Ltd.|
|Number of pages||21|
|Publication status||Published - 2011|