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Closed
Phone: (843) 722-7550
West Ashley Library
Closed
Phone: (843) 766-6635
Folly Beach Library
Closed
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
Closed
Phone: (843) 805-6888
Village Library
Closed
Phone: (843) 884-9741
St. Paul's/Hollywood Library
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Phone: (843) 889-3300
Otranto Road Library
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Phone: (843) 572-4094
Mt. Pleasant Library
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Phone: (843) 849-6161
McClellanville Library
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Phone: (843) 887-3699
Keith Summey North Charleston Library
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Phone: (843) 744-2489
John's Island Library
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Phone: (843) 559-1945
Hurd/St. Andrews Library
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Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
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Phone: (843) 869-2355
Dorchester Road Library
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Phone: (843) 552-6466
Baxter-Patrick James Island
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Phone: (843) 795-6679
Main Library
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Bees Ferry West Ashley Library
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Autonomy, Instructional Leadership and Improving Outcomes -- The LSLD Reforms in NSW, Australia
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- Author(s): Eacott, Scott (ORCID
Eacott, Scott (ORCID 0000-0002-5612-5887 ); Niesche, Richard (ORCIDNiesche, Richard (ORCID 0000-0001-9621-0712 ); Keddie, Amanda (ORCIDKeddie, Amanda (ORCID 0000-0001-6111-0615 ); Blackmore, Jill (ORCIDBlackmore, Jill (ORCID 0000-0002-1049-2788 ); Wilkinson, Jane (ORCIDWilkinson, Jane (ORCID 0000-0002-0727-0025 ); Gobby, Brad (ORCIDGobby, Brad (ORCID 0000-0002-2170-5435 ); MacDonald, Katrina (ORCIDMacDonald, Katrina (ORCID 0000-0003-0871-1643 )- Language:
English- Source:
Leadership and Policy in Schools. 2023 22(3):811-824.- Publication Date:
2023- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 14
- Subject Terms:
- Subject Terms:
- Accession Number: 10.1080/15700763.2022.2081212
- ISSN: 1570-0763
1744-5043 - Abstract: A persuasive solution for governments and systemic authorities seeking to improve the quality and equity of outcomes for students has been the localized management of schools. Believed to provide opportunities for context-sensitive decision-making, what remains unclear is how does shifting increasing management to the school-level generate the type of leadership necessary to improve outcomes? Drawing from a subset from an Australian study of school autonomy, we argue that reforms simply cannot improve outcomes as they generate work that takes leaders and educators away from teaching and learning activities and sustain if not advance enduring inequities in the system.
- Abstract: As Provided
- Publication Date: 2023
- Accession Number: EJ1394916
- Availability:
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