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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/52512
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dc.contributor.authorCharteris, Jenniferen
dc.contributor.authorSmardon, Dianneen
dc.date.accessioned2022-06-15T00:28:02Z-
dc.date.available2022-06-15T00:28:02Z-
dc.date.issued2022-
dc.identifier.citationLeadership and Policy in Schools, 21(4), p. 1005-1017en
dc.identifier.issn1744-5043en
dc.identifier.issn1570-0763en
dc.identifier.urihttps://hdl.handle.net/1959.11/52512-
dc.description.abstractAlthough there is a growing corpus of literature on teacher assessment capability, less has been written on sociocultural assessment leadership practices with its emphasis on shared capacity building. Expertize in sociocultural assessment that enhances student and teacher learning is an aspect of school leadership that can have a positive influence on teacher practice and student achievement. Research conducted with 38 principals is used to produce 16 dimensions of situated leadership for assessment capability. The article concludes with an argument for a sociocultural conception of situated leadership assessment capability which differs significantly to a clinical competence-based model of assessment leadership.en
dc.languageenen
dc.publisherTaylor & Francis Incen
dc.relation.ispartofLeadership and Policy in Schoolsen
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleLeadership for assessment Capability: Dimensions of Situated leadership Practice for enhanced Sociocultural assessment in Schoolsen
dc.typeJournal Articleen
dc.identifier.doi10.1080/15700763.2021.1910715en
dcterms.accessRightsUNE Greenen
local.contributor.firstnameJenniferen
local.contributor.firstnameDianneen
local.subject.for2008130105 Primary Education (excl. Maori)en
local.subject.for2008130106 Secondary Educationen
local.subject.seo2008930202 Teacher and Instructor Developmenten
local.profile.schoolSchool of Educationen
local.profile.emailjcharte5@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeUnited States of Americaen
local.format.startpage1005en
local.format.endpage1017en
local.identifier.scopusid85104812918en
local.peerreviewedYesen
local.identifier.volume21en
local.identifier.issue4en
local.title.subtitleDimensions of Situated leadership Practice for enhanced Sociocultural assessment in Schoolsen
local.access.fulltextYesen
local.contributor.lastnameCharterisen
local.contributor.lastnameSmardonen
dc.identifier.staffune-id:jcharte5en
local.profile.orcid0000-0002-1554-6730en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/52512en
local.date.onlineversion2021-04-22-
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleLeadership for assessment Capabilityen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorCharteris, Jenniferen
local.search.authorSmardon, Dianneen
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/a87d5b82-581c-47bb-9727-a638f36b1052en
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/f4f7268f-3b1f-473c-bcdd-1e9d35eb61d1en
local.uneassociationYesen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.identifier.wosid000642533300001en
local.year.available2021en
local.year.published2022en
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/f4f7268f-3b1f-473c-bcdd-1e9d35eb61d1en
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/a87d5b82-581c-47bb-9727-a638f36b1052en
local.fileurl.openpublishedhttps://rune.une.edu.au/web/retrieve/f4f7268f-3b1f-473c-bcdd-1e9d35eb61d1en
local.subject.for2020390304 Primary educationen
local.subject.for2020390306 Secondary educationen
local.subject.seo2020160303 Teacher and instructor developmenten
Appears in Collections:Journal Article
School of Education
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