Abstract
School leaders are continually looking for the links between theory and practice that lead to a culture of leadership and learning that ensures school practices are aligned and focused on attaining quality outcomes for all students. In this cross-culture study the intent is not to generalise but to provide insights into the role that leaders play in the alignment of multiple dimensions of practice. The Research Based Framework for School Alignment (RBF) is used to view practices within a number of case-study secondary schools in Australia, Brazil and Malta. Each country has a standardised national testing regime and a number of compulsory years of schooling with a curriculum based on core subjects and competencies in reading, mathematics and science. These diverse contexts provide insights into the role and impact of the school leader in aligning multiple dimensions to create a vibrant learning community. Findings highlight the analytical possibilities of the Research Based Framework as a tool for viewing current school practices providing insights into both the strengths and challenges that all principals face in their pursuit for improved results.
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Abawi, LA., de Albuquerque Moreira, A.M., Bezzina, C. (2017). Leadership for the Attainment of Improved School Outcomes: A Brazilian, Australian and Maltese Study. In: Miller, P. (eds) Cultures of Educational Leadership. Intercultural Studies in Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-58567-7_8
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