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By Michelle Anderson, Michelle Davis, Peter Douglas, David Lloyd, Barrey Niven, Hilary Thiele

A Collective Act: top a small college explores the features of, the context for, and the demanding situations to profitable management. It identifies what the study says approximately small university management after which tells 5 compelling tales of best in such settings, from throughout Australia. jointly, the study and the instances current a powerful argument for higher knowing this particular context of leadership.

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118–26. Aberg-Bengtsson, L 2009, ‘The smaller the better? A review of research on small rural schools in Sweden’, International Journal of Educational Research, vol. 48, pp. 100–108. Gilbert, CC, Skinner, J & Dempster, N 2008, ‘Expectations of successful female small school principals’, Leading & Managing, vol. 14, no. 1, pp. 72–91. ’, Innovation for Equity in Rural Education Symposium Proceedings, International Symposium for Innovation in Rural Education (ISFIRE), 11–14 February, University of New England, Armidale, NSW, pp.

Moves towards greater school autonomy— implications and realities for leaders of small schools As I have noted already, while Australia has a significant number of small schools, sustained research on the leadership of these schools is relatively scant. 2 Typically, these studies focused on the challenges and concerns of principals, especially teaching principals. 3 Key arguments in research and policy literature on the issue of decentralisation are summarised below. Arguments for and against moves towards greater school autonomy Examples of arguments for: • It allows school leaders to decide where best to focus energy and resources for their school context.

The respondents said about $1000 (less than half the actual cost). Halsey finishes by stating that at a cost of $10 million annually departments of education could be partners in renewing Australia’s rural teaching force needs with 10 000 pre-service teachers. In another strategy, a way to bridge the divide between rural and urban realities is put forward in the article by Ken Stevens27 (referred to in the previous section) through the use of ‘cybercells’. Cybercells, Stevens explains, are face-to-face groups who extend their discussions to include virtual visitors, thereby extending the classroom for teaching and learning—teachers with other teachers and students with other students.

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