Impact assessment (IA) involves complex interactions among societal actors with diverse
knowledge systems and worldviews (ontological pluralism) that ideally combine to both …

In this chapter, we highlight the critical connection of teacher leadership with improved
pedagogy and quality learning. Illustrations from Australian and New Zealand case studies …

Northern 'capacity'has long been identified as a priority area for public policy in Canada and
recognized as a major constraint to regional social and economic development. The …

Abstract “Inclusion!” is the catch cry heard across both educational and community contexts
and yet the reality is often less than ideal. The diversity and complexity of student needs …

ABSTRACT A clear focus on capacity building is needed to sustain continuous school
improvement and to manage change effectively. A recent research project conducted in …

Leadership at a whole-school level is the key to sustainable school improvement. Research
across Australia in schools of several education systems has revealed the importance of …

Impact assessment (IA) processes rely on the ability of assessment boards and their
assessors to gather, synthesize, and interpret knowledge from a variety of sources, making …

The rapidly evolving nature of technology and the ease of access to all students to internet
driven programs has seen a major shift in the ways schools engage students in learning …

This research project traced the implementation of a school-based contextual specific
pedagogical approach to teaching and learning Schoolwide Pedagogy (SWP) in a school …

Impact assessment (IA) in Yukon Territory, Canada, relies on the capacity of the assessment
board and its assessors to shape network outcomes, determined by interacting external and …