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Leadership for organisational learning and improved student outcomes: what do we know?
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The Leadership for Organisational Learning and Student Outcomes (LOLSO)
Research Project addresses the need to extend present understandings of school reform initiatives
that aim to change school practices with the intention of supporting enhanced student learning.
In this article results from LOLSO's teacher surveys ('teacher voice') and student surveys
('pupil voice') are organised around six of the project's major research questions: how is the
concept of organisational learning (OL) defined in Australian secondary schools (teacher
voice)? What leadership practices promote OL in schools (teacher voice)? What are some
outcomes of schooling other than academic achievement (pupil voice)? What are the relationships
between the non-academic and academic outcomes of schooling? Do school leadership
and/or organisational learning contribute to student outcomes? What other factors contribute to
student outcomes? The answers to these questions lead to four clear implications relating to
distributive leadership, development, context, and a broader understanding of student outcomes.
The answers also raise concerns about the current emphasis on transactional leadership, that is
school leadership that overemphasises the managerial or strategic.
|Journal or Publication Title:||Cambridge Journal of Education|
|Page Range:||pp. 175-195|
|Identification Number - DOI:||10.1080/03057640302041|
The definitive version is available online at http://www.tandf.co.uk/journals/carfax/0305764X.html
|Date Deposited:||24 Aug 2007|
|Last Modified:||18 Nov 2014 03:21|
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