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dc.contributor.authorPiggot-Irvine, Eileen
dc.date.accessioned2010-10-05T23:27:38Z
dc.date.available2010-10-05T23:27:38Z
dc.date.issued2006
dc.identifier.issn1206 - 9620
dc.identifier.urihttps://hdl.handle.net/10652/1466
dc.description.abstractIndependent reviewer evaluations of the Ministry of Education (MoE) funded Principal Professional Learning Community (PPLC) programme for experienced principals in New Zealand (NZ) suggest a highly valued and strongly supportive programme. My own critique of the programme, against criteria for “strong” professional learning communities (PLCs), reveals unrealised potential in terms of change or improvement ideal for the PPLCs. Suggested enhanced intervention pathways for improvement are provided.en_NZ
dc.language.isoenen_NZ
dc.publisherInternational Electronic Journal for Leadership Learningen_NZ
dc.relation.urihttp://www.ucalgary.ca/iejll/vol10/irvineen_NZ
dc.rightsAll rights reserveden_NZ
dc.subjectprofessional developmenten_NZ
dc.subjectschool principalsen_NZ
dc.subjectprofessional learning communitiesen_NZ
dc.titleSustaining excellence in experienced principals? Critique of a professional learning community approachen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderInternational Electronic Journal for Leadership Learningen_NZ
dc.subject.marsden130313 Teacher Education and Professional Development of Educatorsen_NZ
dc.identifier.bibliographicCitationPiggot-Irvine, E. (2006). Sustaining excellence in experienced principals? Critique of a professional learning community approach. International Electronic Journal for Leadership Learning, 10(16).en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.volume10en_NZ
unitec.publication.titleInternational Electronic Journal for Leadership Learningen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.institution.studyareaEducation


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