Purpose: In this study the authors focus on different (configurations of) leadership or management styles in schools for general and vocational education. Findings: Using multilevel (students and schools) analyses, strong differences in effective management styles between schools with different student populations were observed. Conclusions: The authors present a description of relevant management factors in different educational contexts.
Alton-LeeA. (2007). The iterative best evidence synthesis programme, New Zealand. In Evidence in education: linking research and policy (pp. 71-79). Paris: OECD-CERI.
2.
BoyleB.LamprianouI.BoyleT. (2005). A longitudinal study of teacher change: What makes professional development effective? Report of the second year of study. School Effectiveness and School Improvement, 16, 1-27.
3.
BrophyJ. (2000). Educational practices series No. 1. Brussels, Belgium: International Academy of Education.
4.
BrykA. S.FrankK. (1991). The specialisation of teachers’ work: An initial exploration. In RaudenbushS. W.WillmsJ. D. (Eds.), Schools, classrooms and students: International studies of schooling from a multilevel perspective (pp. 185-201). San Diego, CA: Academic Press.
5.
BrykA. S.LeeV. E.HollandP. B. (1993). Catholic schools and the common good. Cambridge, MA: Harvard University Press.
6.
CreemersB. P. M.KyriakidesL. (2006). Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model. School Effectiveness and School Improvement, 17, 347-366.
7.
DoranG. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review, 70(11), 35-36.
8.
Euridyce. (2011). National summary sheets on education systems in Europe and ongoing reforms: 2010 Edition: The Netherlands. Brussels: European Commission. Retrieved from http://eacea.ec.europa.eu/education/eurydice/eurybase_en
9.
FinkD.BraymanC. (2006). School leadership succession and the challenges of change. Educational Administration Quarterly, 42, 62-89.
10.
FirestoneW. A. (1996). Leadership: Roles or functions. In LeithwoodK.ChapmanJ.CorsonP.HallingerP.HartA. (Eds.), International handbook of educational leadership and administration (pp. 395-418). Boston/Dordrecht: Kluwer Academic Publishers.
11.
FullanM. (2007). The new meaning of educational change (4th ed.). New York: Teachers College Press.
12.
GeijselF.SleegersP.LeithwoodK.JantziD. (2003). Transformational leadership effects on teachers’ commitment and effort toward school reform. Journal of Educational Administration, 41, 228-256.
13.
HallingerP.HeckR. H. (1996). Reassessing the principal’s role in school effectiveness: A review of the empirical research, 1980-1995. Educational Administration Quarterly, 32(1), 5-44.
14.
HallingerP.KantamaraP. (2000). Developing tools for learning in a borderless world: Exploring the cultural context of organizational change. Paper presented at ICSEI, Hong Kong.
15.
HargreavesA.FinkD. (2006). Sustainable leadership. San Francisco: Jossey-Bass.
16.
HarrisA.ChapmanC.MuijsD.RussJ.StollL. (2006). Improving schools in challenging contexts: Exploring the possible. School Effectiveness and School Improvement, 17, 409-424.
17.
HattieJ. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. London and New York: Routledge.
18.
HofmanR. H.HofmanW. H. A.GrayJ. M. (2008). Comparing key dimensions of schooling: Towards a typology of European school systems. Comparative Education, 44, 93-110.
19.
HofmanR. H.HofmanW. H. A.GuldemondH. (1999). Social and cognitive outcomes: A comparison of contexts of learning. School Effectiveness and School Improvement, 10, 352-366.
20.
HofmanR. H.HofmanW. H. A.GuldemondH. (2003). Effective families, peers and schools. A configurational approach. Educational Research and Evaluation, 9, 213-237.
21.
HofmanW. H. A.HofmanR. H.GrayJ. M. (2010). Institutional contexts and international performance in schooling: comparing patterns and trends over time in international surveys. In: European Journal of Education, 45, 153-173.
22.
HofmanR. H.HofmanW. H. A.GrayJ. M.DalyP. (Eds.). (2004). Institutional context of education systems in Europe: A cross-country comparison on quality and equity. Norwell, MA: Kluwer Academic Publishers.
23.
HofstedeG. (1991). Cultures and organizations: Software of the mind. New York: McGraw-Hill.
24.
HustinxP. W. J.KuyperH.van der WerfM. P. C. (2005). De onderwijsresultaten van VOCL’89 en VOCL’93 leerlingen verklaard [Education outcomes of Dutch students in cohorts 1989 and 1993 explained]. Groningen, the Netherlands: GION/Rijksuniversiteit Groningen.
25.
KantamaraP.HallingerP.JatiketM. (2006). Scaling-up educational reform in Thailand: Context, collaboration, networks and change. Planning and Changing, 37(1), 5-23.
26.
KirschnerP. A.SwellerJ.ClarkR. E. (2006). Why minimally guided instruction does not work. Educational Psychologist, 41, 75-86.
27.
LeithwoodK.AitkenR.JantziD. (2001). Making schools smarter: A system for monitoring school and district progress. Thousand Oaks, CA: Corwin Press.
28.
LeithwoodK.TomlinsonD.GengeM. (1996). Transformational school leadership. In LeithwoodK.ChapmanJ.CorsonP.HallingerP.HartA. (Eds.), International handbook of educational leadership and administration (pp. 785-840). Boston/Dordrecht: Kluwer Academic Publishers.
29.
LevineD. U.LezotteL. W. L. (1990). Unusually effective schools: A review and analysis of research and practice. Madison, WI: The National Center for Effective Schools Research & Development.
30.
LomosC.HofmanR. H.BoskerR. J. (2009). Professional community and student achievement. Manuscript submitted for publication.
31.
LongfordN. T. (1993). Random coefficient models. Oxford, UK: Oxford University.
32.
MintzbergH. (1979). The structuring of organizations. Englewood Cliffs, NJ: Prentice Hall.
MintzbergH. (1989). Mintzberg on management. Upper Saddle River, NJ: Prentice Hall.
35.
MortimoreP.SammonsP.StollP.LewisL.EcobR. (1988). School matters: The junior years. Somerset, UK: Open Books.
36.
MuijsD.CampbellR. J.KyriakydesL.RobinsonW. (2005). Making the case for differentiated teacher effectiveness: an overview of research in four key areas. School Effectiveness and School Improvement, 16, 51-70.
37.
Organisation for Economic Co-operation and Development (OECD). (2009). PISA 2009 results: What students know and can do: Student performance in reading, mathematics and science (Vol. 1). Retrieved from www.oecd.org/edu/pisa/2009
38.
ReynoldsD.CreemersB.StringfieldS.TeddlieC.SchafferG. (2002). World class schools. International perspectives on school effectiveness. New York and London: Routledge.
39.
RosenholtzS. J. (1985). Effective schools—Interpreting the evidence. American Journal of Education, 93, 352-388.
40.
SammonsP.LuytenH. (2009). Editorial article for special issue on alternative methods for assessing school effects and schooling effects. School Effectiveness and School Improvement, 20, 133-143.
41.
SergiovanniT. J. (1992). Why we should seek substitutes for leadership. Educational Leadership, 49(5), 41-46.
42.
TeddlieC.ReynoldsD. (2000). The international handbook of school effectiveness research. London: Falmer Press.
43.
TimperleyH.WilsonA.BarrarH.FungI. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.
44.
WeickK. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21, 1-19.
