Relevant bibliographies by topics / 21st-Century School Leadership

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic '21st-Century School Leadership'

Author: Grafiati
Published: 7 June 2025
Last updated: 17 July 2025

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Journal articles on the topic "21st-Century School Leadership"

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Restu Rahayu and Sofyan Iskandar. "Kepemimpinan Transformasional Kepala Sekolah Dalam Pembelajaran Abad 21 Di Sekolah Dasar." Jurnal Elementaria Edukasia 6, no. 2 (2023): 287–97. http://dx.doi.org/10.31949/jee.v6i2.5484.

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How important is the transformational leadership of school principals in elementary schools who must be able to play a role in changing educational paradigms, changing technology, curricula in dealing with today’s 21st century learning. So that school principals can identify the main areas that need to be addressed in implementing transformational leadership to deal with 21st century learning in elementary schools. The purpose of this study was to gain a better understanding of the role and influence of transformational leadership of school principals in elementary schools in facing the challe
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Bakht, Mehr, Salma Nazar Khan, and Gerardo L. Blanco. "21st Century Leadership Skills Practiced by School Leaders in Pakistan During COVID-19 Pandemic." Global Social Sciences Review V, no. III (2020): 46–55. http://dx.doi.org/10.31703/gssr.2020(v-iii).05.

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21st-century leaders need strong leadership skills to effectively lead schools. They must use and implement 21st-century skills for long term change. The study aimed to identify the practices of secondary school leaders of Rawalpindi city about [recommended] 21st century 4 Cs leadership skills (Competence, Character, Compassion & Courage) during the pandemic of Covid-19. This was exploratory research following the quantitative research approach. One hundred and nine school leaders were selected through a simple random sampling technique to complete an adapted survey questionnaire. Descript
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DOĞU, Kazım, and Atila YILDIRIM. "Exploring the relationship between technological leadership self-efficacy of primary school administrators and 21st century skills." Participatory Educational Research 10, no. 4 (2023): 16–28. http://dx.doi.org/10.17275/per.23.57.10.4.

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This study aims to investigate the relationship between primary school administrators' technological leadership self-efficacy and 21st century skills. Employing descriptive (survey) research method, the opinions of the primary school administrators working in the state primary schools in the districts of Konya were examined. The Education Administrators Technological Leadership Self-Efficacy Scale and the 21st Century Skills and Competences Scale Directed at Teaching Candidates were administered. In order to analyse the data collected in the study, in which 272 questionnaire responses were col
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Apellido, Louie, and Cherry Vanessa Ventura. "School Heads 21st Century Instructional Leadership and Teachers’ Performance Management in Lambayong 3 District." Psychology and Education: A Multidisciplinary Journal 36, no. 7 (2025): 745–68. https://doi.org/10.70838/pemj.360702.

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The study investigated the profile of school heads and teachers’ respondents, the 21st century instructional leadership skills of school heads in terms of: advocacy and leadership, adult professional culture, continuous improvement of teaching expertise, and results oriented teams, the teachers’ performance management in terms of: principals’ leadership styles, work environment, and motivation to affiliate, the category level of school heads in the National Qualifying Examination for School Heads (NQESH), the relationship of school heads 21st century instructional leadership to teachers perfor
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De Castro, Gerly B., and Edward C. Jimenez. "Influence of School Principal's Attributes and 21st-Century Leadership Skills on Teachers’ Performance." Journal of Humanities and Social Sciences 4, no. 2 (2022): 52–63. http://dx.doi.org/10.36079/lamintang.jhass-0402.374.

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This study aimed to determine the influence of school principals' attributes and 21st Century Leadership skills on teachers' performance. The study is as follows. The teachers in the northern part of the National Capital Region are female, teacher I position, have rendered 5 – 14 years of service, and pursued higher studies after college. The teacher's attribute that influences the teacher's job performance is openness. The School Head always comes up with new ideas. They have an active imagination; creative is a deep thinker and values artistic experiences. He is dependable, organized, and pe
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Özdemir, Servet, Ömür Çoban, and Süheyla Bozkurt. "Examination of the relationship between school principals’ 21st century skills and their strategic leadership according to teachers’ opinions." Pegem Eğitim ve Öğretim Dergisi 10, no. 2 (2020): 399–426. http://dx.doi.org/10.14527/pegegog.2020.014.

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This study aims to examine the relationship between school principals’ 21st century skills and their strategic leadership according to teachers’ opinions. In this quantitative research, a descriptive model that describes the situation was used. The study was conducted in Ankara, and 424 teachers joined the study. To get data from teachers, two scales were used: 21st Century Educational Administrators’ Skills Scale and Strategic Leadership Scale. In order to determine the level of school principals’ 21st century skills and their strategic leadership, descriptive analysis was used as well as Pea
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Iskak, Halima M., and Mark Anthony C. Pa-alisbo. "The 21st-Century Professional Leadership Standards of Secondary School Administrators in Nakhon Nayok, Thailand." Journal of Education and Learning 8, no. 5 (2019): 175. http://dx.doi.org/10.5539/jel.v8n5p175.

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The 21st Century has brought a lot of challenges in developing the professional leadership characteristics of school leaders. Their roles are no longer limited in implementing educational policies and objectives but have become responsible for raising the generations and qualifying them in a rapidly changing era. However, in Thailand, it was observed that there were Thai principals and school leaders who were not adequately trained for school leadership. 
 
 This descriptive research surveyed the profile of the school administrators of secondary schools in Nakhon Nayok, Thailand as w
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Adams, Donnie, and Vicneswary Muthiah. "SCHOOL PRINCIPALS AND 21ST CENTURY LEADERSHIP CHALLENGES: A SYSTEMATIC REVIEW." Journal of Nusantara Studies (JONUS) 5, no. 1 (2020): 189–210. http://dx.doi.org/10.24200/jonus.vol5iss1pp189-210.

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Background and Purpose: This systematic review article focuses on leadership challenges encountered by school principals in the 21st century. International evidence indicates principal leadership affects school and student performance. However, little systematic review has been carried out on the issue. Hence, the purpose of this paper is to analyse the existing literature on leadership challenges faced by school principals in the 21st century.
 
 Methodology: Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic review was
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Estrañero, Kheycil B. "21st CENTURY LEADERSHIP QUALITIES OF SCHOOL HEADS AND PUBLIC ELEMENTARY TEACHERS' COMPETENCY IN CLUSTER 7 CALAMBA CITY." Ignatian International Journal for Multidisciplinary Research 3, no. 5 (2025): 1601–50. https://doi.org/10.5281/zenodo.15532590.

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This study examined the level of 21st-century leadership qualities of school heads and identified their relationship with public elementary teachers’ competency within the Cluster 7 Division of Calamba City. Drawing on the principles outlined by Maxwell, the study assessed the level to which these 21st-century leadership qualities were manifested by school heads. Furthermore, the research investigated the correlation between the manifestations of 21st-century leadership qualities and the teachers’ competency framework. The findings showed that school heads in Cluster 7 Calamba City
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Munby, Steve. "The development of school leadership practices for 21st century schools." European Journal of Education 55, no. 2 (2020): 146–50. http://dx.doi.org/10.1111/ejed.12394.

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Dissertations / Theses on the topic "21st-Century School Leadership"

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Vaughn, Timothy Wayne Jr. "CULTURALLY RESPONSIVE LEADERSHIP: REIMAGINING THE 21ST CENTURY URBAN PRINCIPAL." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1479904824392231.

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Beach, Jason. "Leadership for the 21st Century : The Case of School Education." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-34552.

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Jones, Paul Mervyn. "School leadership for the 21st century : the professional development of the primary headteacher." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343359.

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Degenhardt, Leoni Marilyn. "Reinventing a school for the 21st century: A case study of change in a Mary Ward school." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/c6917ac7afb21a2cc9e69c85bcab2b01a55456c6156bd633dc03e22a4a57a023/3047531/64845_downloaded_stream_70.pdf.

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The focus of this study is the attempt of one school, Loreto Normanhurst, to draw from its values base and traditions to develop and implement a new holistic paradigm of schooling, more relevant to the needs of its 21st century students. Loreto Normanhurst is a Catholic secondary day and boarding school for girls in the northern suburbs of Sydney, Australia. It is a school over 100 years old, associated with the 400 year old, Mary Ward, international tradition of educating women. The aims of the study were threefold: to document and analyse the process of reinvention from a 'living systems' pe
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Shaw, Teri L. "Prioritizing the 21st century superintendent's skill set and knowledge base from the school board leadership perspective." Thesis, Western Illinois University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622615.

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<p> The purpose of this study was to identify the extent that specific research based skill sets and areas of knowledge emerged as highly important, moderately important, and less important from the perspective of school board leadership as it pertains to 21st century superintendents. The study further disaggregated the data by specific school district demographics. Descriptive statistics were used to analyze the extent that demographics influenced the prioritization of requisite skill sets and areas of knowledge from the perspective of board leadership in regards to a 21st century superintend
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Mills, Alessaundra D. "Strategic school solutions| A capacity building framework for leaders accelerating 21st century teaching and learning." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182306.

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<p> This grounded theory study sought to create a viable framework that may help school leaders accelerate the expansion of an authentic 21st century instructional model. The U.S. economy is now more dependent on knowledge work than manufacturing. Yet, many for-profit, non-profit, and public sectors perceive schools as not adequately preparing students for 21st century careers and colleges. However, customary principal-led change is challenging. Leaders face several complex organizational challenges, including a modern-day duty and role expansion that limits time, and the inherent difficulty o
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Degenhardt, Leoni Marilyn, and res cand@acu edu au. "Reinventing a School for the 21st Century: a case study of change in a Mary Ward School." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp99.29082006.

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The focus of this study is the attempt of one school, Loreto Normanhurst, to draw from its values base and traditions to develop and implement a new holistic paradigm of schooling, more relevant to the needs of its 21st century students. Loreto Normanhurst is a Catholic secondary day and boarding school for girls in the northern suburbs of Sydney, Australia. It is a school over 100 years old, associated with the 400 year old, Mary Ward, international tradition of educating women. The aims of the study were threefold: to document and analyse the process of reinvention from a ‘living systems’ pe
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Bowers, Melinda Edwards. "Why are 21st Century Students Dropping out of High School? An Examination of Causes, Effects, and Prevention." Thesis, Wingate University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10618513.

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<p> This study examines the causes, effects, and prevention strategies that influence a student&rsquo;s decision to drop out of high school. Three research questions are explored: </p><p> 1. What causes 21st century high school students to drop out of high school? </p><p> 2. Why are current dropout prevention measures not meeting the needs of today&rsquo;s students? </p><p> 3. What patterns emerge in participant responses to the question, &ldquo;Why did you leave high school prior to graduation?&rdquo; </p><p> The researcher collected data from 92 students attending orientation for the
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Samples, Elisabeth Michelle. "A descriptive analysis of knowledge and implementation of 21st century instructional practices among elementary school teachers whose administrators participated in the 2006-2007 21st century leadership institute." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=1023.

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Pope, Tambra Michelle. "Prospective principals for the 21st century: Factors that motivate and inhibit the pursuit of school leadership for educational administration students." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539618669.

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The purpose of this study was to examine both the motivators and the inhibitors that influence graduate education students' decisions to either pursue school building-level administration jobs or avoid applying for these positions. Across the country, educational administration programs are producing more than enough graduates to fill every principal or assistant principal position (Levine, 2005). Yet, many of the students completing these programs are not rushing to fill these vacancies. Therefore, this study provides insight on the students in the Educational Leadership Program at The Colleg
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Books on the topic "21st-Century School Leadership"

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ed, Murphy Joseph, and National Society for the Study of Education., eds. The educational leadership challenge: Redefining leadership for the 21st century. NSSE, 2002.

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Akpa, G. O. The 21st century principal in Nigeria. Ichejum Pub., 2002.

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DeBruyn, Robert L. Proactive leadership in the 21st century classroom, school, and district. The Master Teacher, 1997.

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1949-, Davies Brent, Ellison Linda, and Bowring-Carr Christopher 1934-, eds. School leadership in the 21st century: Developing a strategic approach. 2nd ed. RoutledgeFalmer, 2005.

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1949-, Davies Brent, and Ellison Linda, eds. School leadership for the 21st century: A competency and knowledge approach. Routledge, 1997.

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author, Greenhill Valerie, ed. The leader's guide for 21st century education: 7 steps for schools and districts. Pearson, 2013.

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Crossley, David. Learn to transform: Developing a 21st century approach to sustainable school transformation. 2nd ed. Continuum International Pub. Group, 2010.

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G, Zimmerman William, ed. Thinking differently: Recommendations for 21st century school board/superintendent leadership, governance, and teamwork for high student achievement. Education Research Service, 2000.

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Regis, Bernhardt, ed. Curriculum leadership: Rethinking schools for the 21st century. Hampton Press, 1998.

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Martz, David. Leadership development architecture: Growing 21st century leaders in cross-cultural Bible schools. Life Publishers, 2002.

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Book chapters on the topic "21st-Century School Leadership"

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Çetin, Münevver, and İsmail Karsantık. "Current Trends in School Management: School Leadership in Education 4.0." In Educational Theory in the 21st Century. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_9.

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AbstractMeeting the needs of industrial development and reflecting the emerging demands onto the field of education has led to the emergence of Education 4.0 and initiated pedagogical, cultural, and managerial transformation in education in this direction. As a result of this transformation, macroscale structures and policies have been replaced by a microscale, web-oriented, local government paradigm. This section discusses current trends in education management and school leadership which are examined in the light of new education and management paradigms. In this direction, the shift in the education management paradigm, the sources of change, the role of school leaders in organizational development, the expected characteristics of school leaders in Education 4.0, and the use of the Internet of Things in education management and monitoring systems are addressed. In Education 4.0, the concepts of innovation management, digital literacy, productivity, collective participation in management and decisions, education communities, and capacity development are prominent in school leadership. This section emphasizes that strategic leaders who are able to adapt to the paradigm shift contribute and direct the formation of school culture and values. In this direction, the importance of organizing trainings for developing leadership skills and raising leaders who will help to restructure schools and shape cultural trends are underlined in the chapter. Emphasis is placed on the importance of raising leaders with technological skills who can use multi-channel communication strategies in school management.
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Butler, Yuko Goto, and Masakazu Iino. "Global Leadership Training for High School Students in Japan: Are Global Leadership Competencies Trainable, Universal, and Measurable?" In Educating for the 21st Century. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1673-8_8.

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McQuillan, Patrick. "The Challenges and Possibilities of School Leadership in the 21st Century." In Complexity Theory and Educational Leadership in Schools. Routledge, 2025. https://doi.org/10.4324/9781032686097-1.

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Rini, Riswanti, Ujang Efendi, Sowiyah, Muhammad Reza Kahar Aziz, Ismu Sukamto, and Nur Ridha Utami. "School Principal’s Leadership Skills in 21st Century Based on Teacher Point View." In Proceedings of the 4th International Conference on Progressive Education 2022 (ICOPE 2022). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-060-2_52.

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Boyd, Taylor. "Education Reform in Ontario: Building Capacity Through Collaboration." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_2.

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Abstract The education system of the province of Ontario, Canada ranks among the best in the world and has been touted as a model of excellence for other countries seeking to improve their education system. In a system-wide reform, leaders used a political and professional perspective to improve student performance on basic academic skills. The school system rose to renown after this reform which moved Ontario from a “good” system in 2000 to a “great” one between 2003 and 2010 (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey &amp; Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)). Premier Dalton McGuinty arrived in office in 2003 with education as his priority and was dubbed the “Education Premier” because of this mandate. His plan for reform had two primary goals: to improve student literacy and numeracy, and to increase secondary school graduation rates. McGuinty also wanted to rebuild public trust that had been damaged under the previous administration. The essential element of Ontario’s approach to education reform was allowing educators to develop their own plans for improvement. Giving responsibility and freedom to educators was critical in improving professional norms and accountability among teachers (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey &amp; Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)) and the sustained political leadership throughout the entire reform concluding in 2013 provided an extended trajectory for implementing and adjusting learning initiatives. The Ministry of Education’s Student Achievement Division, which was responsible for designing and implementing strategies for student success, took a flexible “learning as we go” attitude in which the reform strategy adapted and improved over time (Directions Evidence and Policy Research Group. The Ontario student achievement division student success strategy evidence of improvement study. Retrieved from http://www.edu.gov.on.ca/eng/research/EvidenceOfImprovementStudy.pdf, (2014)). This chapter will discuss influences on the reform design and key components of strategies to support student and teacher development and build a relationship of accountability and trust among teachers, the government and the public. The successes and shortcomings of this reform will be discussed in the context of their role in creating a foundation for the province’s next steps towards fostering twenty-first century competencies in classrooms.
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Auspos, Patricia. "Epilogue." In Breaking Conventions. Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0318.06.

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The Webbs and the Mitchells, the two couples who were most successful in establishing a more equitable balance of marriage and career, were committed to rewriting the rules of professional life as well as married life. They founded new types of research organizations and educational institutions, applied research in new ways, and adopted collaborative leadership and cooperative ideals in the organizations they headed. These two-pronged efforts reinforced the values the Webbs and the Mitchells espoused in their work and their domestic lives in ways that strengthened both. Elsie Clews Parsons’s efforts to shape her marriage and affairs in accordance with her feminist beliefs were less successful. She had few opportunities to apply these values in the workplace, although she did try to move her colleagues in that direction. The wives in the more traditional couples -- the Palmers and the Youngs – failed to reconcile the tensions between their work roles and their domestic lives. Unable to break free from conventional gender stereotypes, Alice and Grace deferred to their husbands at home, bowing to their authority rather than asserting their own, and found multiple ways to limit the effects of their revolutionary careers on their roles as wives. What was needed to bring about major and lasting change in the marriages of this early vanguard of dual career couples was a conscious commitment to more equality in the home and the workplace, and a simultaneous assault on both fronts. A similar approach would prove critical in enabling large numbers of middle-class wives to carve out professional careers in the 21st century. It took decades of struggle before that was accomplished. From the 1920s through the 1960s, middle-class working wives and mothers wrestled with the same obstacles and challenges as these early women professionals did. In both the workplace and the home, they were bucking cultural norms that continued to define middle-class womanhood in terms of motherhood, wifehood, and homemaking, and expected women to be supportive and deferential to men. Middle-class wives who combined marriage and a professional career in these decades fell back on the same strategies that the women in this early generation utilized. A widespread assault on the patriarchal underpinnings of middle-class marriages and workplaces did not take hold until late in the 1960s. Fueled in part by Second Wave feminism, women won legislative protections and legal redress against problems that had long been treated as personal and individual, but were newly seen as structural and systemic issues. Intent on having careers, women began flooding into graduate and professional schools, married later, had smaller families, and stayed in the workforce after they had children. These changes have been as revolutionary for men as for women. Women who combine marriage and career are no longer flouting middle-class conventions; they are part of a trend that is reconfiguring middle-class culture and slowly reshaping workplace practices and domestic life. Middle-class women increasingly expect their male spouses and partners to share equally in housekeeping and childrearing, and men are doing more of these tasks than they formerly did. But women still do the bulk of the domestic work, and report that their male partners do less than the men think they do. Progress has been made, but more is needed. The five remarkable women depicted in this book – and the equally remarkable men they married – helped to pave the way for these changes. Alice, Grace, Elsie, Beatrice, and Lucy would be delighted to know that middle-class women have so fully entered public life and are no longer expected to choose between marriage and a career. They would be thrilled to see that men are taking more responsibility for rearing children and managing the home, although they might lament the loss of live-in servants. And they would undoubtedly applaud shifting notions of gender – especially standards of masculinity – that are helping to turn modern-day husbands into supportive partners and companionate spouses for accomplished women who find self-fulfillment in working outside the home.
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Auspos, Patricia. "Bibliography." In Breaking Conventions. Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0318.07.

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The Webbs and the Mitchells, the two couples who were most successful in establishing a more equitable balance of marriage and career, were committed to rewriting the rules of professional life as well as married life. They founded new types of research organizations and educational institutions, applied research in new ways, and adopted collaborative leadership and cooperative ideals in the organizations they headed. These two-pronged efforts reinforced the values the Webbs and the Mitchells espoused in their work and their domestic lives in ways that strengthened both. Elsie Clews Parsons’s efforts to shape her marriage and affairs in accordance with her feminist beliefs were less successful. She had few opportunities to apply these values in the workplace, although she did try to move her colleagues in that direction. The wives in the more traditional couples -- the Palmers and the Youngs – failed to reconcile the tensions between their work roles and their domestic lives. Unable to break free from conventional gender stereotypes, Alice and Grace deferred to their husbands at home, bowing to their authority rather than asserting their own, and found multiple ways to limit the effects of their revolutionary careers on their roles as wives. What was needed to bring about major and lasting change in the marriages of this early vanguard of dual career couples was a conscious commitment to more equality in the home and the workplace, and a simultaneous assault on both fronts. A similar approach would prove critical in enabling large numbers of middle-class wives to carve out professional careers in the 21st century. It took decades of struggle before that was accomplished. From the 1920s through the 1960s, middle-class working wives and mothers wrestled with the same obstacles and challenges as these early women professionals did. In both the workplace and the home, they were bucking cultural norms that continued to define middle-class womanhood in terms of motherhood, wifehood, and homemaking, and expected women to be supportive and deferential to men. Middle-class wives who combined marriage and a professional career in these decades fell back on the same strategies that the women in this early generation utilized. A widespread assault on the patriarchal underpinnings of middle-class marriages and workplaces did not take hold until late in the 1960s. Fueled in part by Second Wave feminism, women won legislative protections and legal redress against problems that had long been treated as personal and individual, but were newly seen as structural and systemic issues. Intent on having careers, women began flooding into graduate and professional schools, married later, had smaller families, and stayed in the workforce after they had children. These changes have been as revolutionary for men as for women. Women who combine marriage and career are no longer flouting middle-class conventions; they are part of a trend that is reconfiguring middle-class culture and slowly reshaping workplace practices and domestic life. Middle-class women increasingly expect their male spouses and partners to share equally in housekeeping and childrearing, and men are doing more of these tasks than they formerly did. But women still do the bulk of the domestic work, and report that their male partners do less than the men think they do. Progress has been made, but more is needed. The five remarkable women depicted in this book – and the equally remarkable men they married – helped to pave the way for these changes. Alice, Grace, Elsie, Beatrice, and Lucy would be delighted to know that middle-class women have so fully entered public life and are no longer expected to choose between marriage and a career. They would be thrilled to see that men are taking more responsibility for rearing children and managing the home, although they might lament the loss of live-in servants. And they would undoubtedly applaud shifting notions of gender – especially standards of masculinity – that are helping to turn modern-day husbands into supportive partners and companionate spouses for accomplished women who find self-fulfillment in working outside the home.
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"Rethinking Education Delivery for the 21st Century." In Participatory Pedagogy. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-5225-8964-8.ch005.

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Designing schools as learning centers is more than just about restructuring the physical space of schools. There are many variables that need to be considered when rethinking education delivery for the 21st century. Schools seem to just keep constructing buildings that merely reinforce an obsolete paradigm that will not prepare students for real-world challenges. The focus of this chapter asks the question: What does re-thinking education mean at the school leadership level? Numerous stakeholders, from policymakers to providers to end users affect the structure, content, and delivery of K-12education systems. A case study exploring the effect of district and school leadership styles on teaching and learning prompted by the question, Were the principals in High Scoring Schools (HSS) engaged in different instructional leadership practices than those in the Low Scoring Schools (LSS)? A significant feature of this study is the sizeable database that incorporated nine states, 43 school districts, and 180 elementary, middle, and secondary schools.
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van Jaarsveld, Leentjie. "School principal leadership in the 21st century." In Leadership Approaches to Negotiate Challenges in a Changing Education Landscape. AOSIS, 2021. http://dx.doi.org/10.4102/aosis.2020.bk213.07.

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"Approaches to learning leadership development in different school systems." In Leadership for 21st Century Learning. OECD, 2013. http://dx.doi.org/10.1787/9789264205406-7-en.

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Conference papers on the topic "21st-Century School Leadership"

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Nurlatifah, Siti, Aan Komariah, and Dedy Achmad Kurniady. "The 21st Century Leadership for Productive School in Indonesian Education." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.47.

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Mestry, Raj, and Pierre du Plessis. "EMPOWERING PRINCIPALS TO LEAD AND MANAGE PUBLIC SCHOOLS EFFECTIVELY IN THE 21ST CENTURY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end006.

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Globally, education systems have been affected by radical social, political and economic changes. Although school principals play a pivotal role in improving student learning and attaining educational outcomes, they work under strenuous conditions to deal with multifaceted transformational issues. Principals experience great difficulty in coping with numerous changes, partly because they are inadequately prepared for their leadership position, or simply lack the necessary skills, knowledge and attitudes to lead and manage schools effectively and efficiently. Fundamentally, principals should be
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Cruze, Angela. "Building 21st Century Bilinguals: Advancing Latinx Dual Language Learners' STEM Through Equity and Excellence in School Leadership." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1895197.

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Ilić-Kosanović, Tatjana, and Damir Ilić. "ONLINE CLASSES’ EFFECTS DURING COVID 19 LOCKDOWN - TEACHERS’ VS. STUDENTS’ PERSPECTIVE, CASE OF THE SCHOOL OF ENGINEERING MANAGEMENT." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.s.p.2020.101.

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In the second decade of the 21st century, there is an ongoing discussion on the value of online classes in higher education as the implementation of new technologies in the higher education processes is on the rise. The main questions that are emerging are the level of interactions, quality of knowledge transfer, and development of critical thinking. Several previously conducted research concluded that online models of higher education teaching add more value than traditional methods, and some of the research has shown the shortcomings of online higher education programs. The pandemic of Covid
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Patzer, Tori-Lyn. "Bourdieu and Culturally Responsive Leadership: Principal Perspectives on Guiding 21st Century French-Immersion Schools." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2017771.

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Ukpong, Nse, Usen Mbon, and Ekpenyong Ekanem. "EFFECTIVE LEADERSHIP IN ADMINISTRATION OF SECONDARY SCHOOLS IN THE 21ST CENTURY AND TEACHERS COMMITMENT TO WORK." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0897.

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Reports on the topic "21st-Century School Leadership"

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Fitz, Julie, Stephanie Levin, and Marjorie E. Wechsler. Developing educational leaders in California: The 21st Century California School Leadership Academy. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/515.306.

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The purpose of this study was to understand how 21CSLA is meeting the professional learning needs of educational leaders, how the academy fits within the broader state infrastructure for supporting educational improvement, and how state agencies can enable 21CSLA to contribute to an effective educational leader workforce. The study is based on a review of internal and external evaluation results; materials posted on California Department of Education (CDE), 21CSLA State Center, and regional academy websites; and interviews with regional academy leaders, State Center leaders, and internal and e
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou
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Menon, Shantanu, and Kushagra Merchant. Quest Alliance: Learning how to learn. Indian School Of Development Management, 2023. http://dx.doi.org/10.58178/2301.1016.

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Quest Alliance began its organizational journey as digital technology was about to unfold sweeping changes in India, including in the areas of education and employment. As if to symbolize its tryst with technology, it is nestled in India’s “silicon valley” city of Bengaluru. Today, it also happens to enjoy the patronage of an enviable list of marquee donors ranging from leaders in the financial services industry and information technology to multilateral development agencies and Indian Government. Over the course of its work with these partners, Quest Alliance has come to serve as an interesti
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