School-Based Management: Reconceptualizing to Improve Learning Outcomes

By M. Fullan, Nancy H. Watson. 2000

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Reconceptualising the role of teachers as assessors: teacher assessment identity (2017, background): “…the importance of feedback, collaboration among teachers and students sharing expectations and understandings of quality, and developing student agency in assessment (Assessment Reform Group, 2002; Baird et al., 2014; Black & Wiliam, 1998; Fullan & Watson, 2000; Wyatt-Smith & Klenowski, 2013).”
THE EFFECT OF INSTRUCTIONAL, TRANSFORMATIONAL AND SPIRITUAL LEADERSHIP ON ELEMENTARY SCHOOL TEACHERS’ PERFORMANCE AND STUDENTS’ ACHIEVEMENTS (2021, background): “Then, principal should be resourceful to face transformation (Fullan & Watson, 2000).”
The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment (2017, background): “Teachers’ job satisfaction, independently or in interaction with other factors, has a variety of consequences on both teacher attitudes and teacher behavior (Beck and Murphy, 1998; Dee et al., 2006; Fullan and Watson, 2000).”
Educational Leadership and Student Achievement: The Elusive Search for an Association (2003, unknown): “Internationally, school principals increasingly are held account able for educational quality in the belief that students' success or failure is determined by the way a school is run (Fullan & Watson, 2000; Leith wood & Menzies, 1998; Wildy & Louden, 2000).”